IJIET 2026 Vol.16(1): 259-277
doi: 10.18178/ijiet.2026.16.1.2500
doi: 10.18178/ijiet.2026.16.1.2500
Longitudinal Analysis of Sustainable Impact of e-Learning Integration on Academic Capabilities, Critical Thinking Skills, and Digital Behavior of Automotive Engineering Students
Wagino Wagino1,*, Volodymyr Tymofiiv2, Ken Polin3, Milana Milana1,
Murni Astuti4, and
Rahmat Desman Koto1
1. Faculty of Engineering, Universitas Negeri Padang, Indonesia
2. Faculty of Aeronautics, Technical University of Kosice, Slovakia
3. Faculty of Engineering, Queensland University of Technology, Brisbane, Australia
4. Faculty of Tourism and Hospitality, Universitas Negeri Padang, Indonesia
Email: wagino@ft.unp.ac.id (W.W.); volodymyr.tymofiiv@tuke.sk (V.T.); k.polin@hdr.qut.edu.au (K.P.); milana@ft.unp.ac.id (M.M.); murniastuti@fpp.unp.ac.id (M.A.); rahmatdkoto@student.unp.ac.id (R.D.K.)
*Corresponding author
2. Faculty of Aeronautics, Technical University of Kosice, Slovakia
3. Faculty of Engineering, Queensland University of Technology, Brisbane, Australia
4. Faculty of Tourism and Hospitality, Universitas Negeri Padang, Indonesia
Email: wagino@ft.unp.ac.id (W.W.); volodymyr.tymofiiv@tuke.sk (V.T.); k.polin@hdr.qut.edu.au (K.P.); milana@ft.unp.ac.id (M.M.); murniastuti@fpp.unp.ac.id (M.A.); rahmatdkoto@student.unp.ac.id (R.D.K.)
*Corresponding author
Manuscript received June 30, 2025; revised August 4, 2025; accepted August 15, 2025; published January 20, 2026
Abstract—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.
Keywords—quality education, e-learning integration, critical thinking development, digital behavior transformation, longitudinal analysis
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—quality education, e-learning integration, critical thinking development, digital behavior transformation, longitudinal analysis
Cite: Wagino Wagino, Volodymyr Tymofiiv, Ken Polin, Milana Milana, Murni Astuti, and Rahmat Desman Koto , "Longitudinal Analysis of Sustainable Impact of e-Learning Integration on Academic Capabilities, Critical Thinking Skills, and Digital Behavior of Automotive Engineering Students," International Journal of Information and Education Technology, vol. 16, no. 1, pp. 259-277, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).