Wagino Wagino, Volodymyr Tymofiiv, Ken Polin, Milana Milana, Rahmat Desman Koto, Murni Astuti
The rapid advancement of digital technology has revolutionized global education, with e-learning emerging as a foundation of modern pedagogical approaches. In automotive engineering, e-learning integration creates opportunities for enhanced learning while presenting unique challenges. This field demands theoretical knowledge and practical skills, making it ideal for testing e-learning’s multifaceted impact. Significant gaps remain in understanding the longitudinal effects of e-learning integration, particularly regarding critical thinking development and digital behavior transformation. Through a longitudinal approach, this study examines the sustainable impact of e-learning integration on academic capabilities, critical thinking skills, and digital behavior of automotive engineering students. The research investigates relationships between e-learning usage patterns, digital learning interaction, critical thinking development, digital behavior transformation, and long-term learning outcomes. The study employed a longitudinal quantitative design with data collection at three-time points: baseline, six months post-implementation, and twelve months post-implementation. The population consisted of vocational education students from 2019–2023 cohorts, with 225 respondents using stratified random sampling. A 40-item survey measured eight variables using Structural Equation Modeling (SEM) with SmartPLS 4 software. Results showed excellent validity and reliability (outer loading 0.788–0.897, Cronbach’s alpha >0.885, composite reliability 0.916–0.936). The structural model demonstrated strong predictive power (R-square >0.68). Social Support showed a dominant influence on Digital Learning Interaction (β = 0.825, p < 0.001), while E-Learning Usage Patterns strongly impacted Digital Behavior Transformation (β = 0.682, p < 0.001). Critical Thinking Development significantly influenced Continuous Learning Outcomes (β = 0.431, p < 0.001), demonstrating sustainable academic capability enhancement. Findings indicate that e-learning integration produces sustainable benefits through digital behavior transformation and critical thinking development, with social Support and digital skills as key success factors. © 2026 by the authors.
Faculty of Engineering, Universitas Negeri Padang, Indonesia; Faculty of Aeronautics, Technical University of Kosice, Slovakia; Faculty of Engineering, Queensland University of Technology, Brisbane, Australia; Faculty of Tourism and Hospitality, Universitas Negeri Padang, Indonesia
