<p>Higher education institutions (HEIs) today represent a blend of traditional classroom learning and online education, with institutions increasingly incorporating e-learning into their existing teaching methods. However, many HEIs face challenges in enhancing the student learning experience during this transition. Simultaneously, students often struggle to demonstrate effective learning behaviors, which in turn affects their online learning outcomes. This study investigates the impact of e-learning quality on students’ learning behavior and examines its subsequent effects on their continued intention to use e-learning platforms and their perceived net benefits. Drawing on service-dominant (S-D) logic, the study introduces a novel perspective by incorporating value co-creation behavior as a key component in understanding students’ engagement in the e-learning environment. A three-wave, time-lagged research design was employed, involving a sample of 452 university students with prior experience in e-learning. Hypotheses were tested using Hayes’ PROCESS macro. The findings reveal that students’ perceptions of e-learning quality, specifically information quality, service quality, system quality, and instructor quality significantly influence their participative behavior. Additionally, student citizenship behavior mediates the relationship between participative behavior and both continued intention and perceived net benefits. The results affirm that students’ value co-creation behavior plays a crucial role in fostering sustained engagement and positive learning outcomes. These insights contribute to a deeper understanding of how e-learning quality and student behavior interact and offer practical implications for educators and researchers. The proposed framework serves as a strategic tool for HEIs to enhance value co-creation behavior among students, ultimately leading to improved e-learning effectiveness and student success.</p>