The Impact of Education Service Quality on Learning Flow, Learning Transfer Intention, and Self-Efficacy: A Study of Barista Training Participants

This study examines the structural relationships between perceived educational service quality, learning flow, learning transfer intention, and self-efficacy among participants in barista training programs. Reconstructing the SERVQUAL model to fit the vocational training context, education service quality was operationalized across three dimensions: educational environment, instructor competence, and educational curriculum. Data were collected from 278 trainees through a structured questionnaire and analyzed using structural equation modeling. The results indicate that among the service quality dimensions, educational curriculum had the strongest statistically significant positive impact on learning flow. The educational environment also had a significant positive impact on learning flow. Instructor competence, however, did not show a statistically significant effect. Learning flow, in turn, exerted a strong positive influence on both learning transfer intention and self-efficacy. These findings suggest that a well-structured curriculum plays the most critical role in fostering immersive learning, supported by the quality of the educational environment. This study offers theoretical implications for vocational education re- search and practical guidance for institutions seeking to improve coffee training programs by focusing on curriculum design and environmental quality.