In the wake of the COVID-19 pandemic, the demand for online learning has surged, driving rapid developments in online education. This technological advancement aligns with the global push to achieve the United Nations Sustainable Development Agenda for 2030. Despite extensive research on online learning efficacy, there is a gap in understanding the sustainability of transitions from offline to online modes. This study employs Structural Equation Model (SEM) and questionnaire surveys to explore factors influencing college students' shift from offline to online learning. Our findings reveal that switching intention is positively impacted by perceived usefulness of online platforms, perceived ease of use of online platforms, and computer self-efficacy, while negatively affected by perceived risk of online platforms. Interestingly, student satisfaction and relationship inertia weaken the link between switching intention and switching behavior. The study offers strategic recommendations for enhancing sustainable online education, providing crucial insights for educational institutions and stakeholders.