<p>In recent years, the global shift toward online and home-based learning has accelerated rapidly, particularly in response to educational disruptions such as the COVID-19 pandemic. While digital learning offers increased access and flexibility, it also presents significant cognitive challenges for students. This study examines the impact of online pedagogical principles on students’ cognitive load during home-based learning (PdPR), aiming to identify effective strategies to mitigate mental stress and improve learning outcomes. Grounded in Sweller’s Cognitive Load Theory and pedagogical principles, the research focuses on three core dimensions of cognitive load: intrinsic, extraneous, and germane. The primary objective of this study is to investigate how specific instructional practices can alleviate students’ cognitive burden during digital learning. To achieve this, a mixed-methods approach was adopted. Data were collected from 30 high school students and several teachers in Malaysia who had experience with PdPR. Quantitative data were obtained through structured questionnaires, while qualitative perceptions were gathered through semi-structured interviews. Descriptive statistics and SEM were used to assess the impact of pedagogical elements on cognitive load. The findings revealed that structured instructional design, collaborative learning, and interactive communication significantly reduce cognitive load across all three domains. The study proposes a novel pedagogical framework integrating effective teaching practices that support cognitively sustainable online learning environments. The study contributes both theoretically and practically by offering a validated model that educators and policymakers can use globally to design cognitively manageable and engaging online learning experiences, particularly in the context of future digital education strategies.</p>