The rapid transition to online learning, catalyzed by the global pandemic, has necessitated a critical examination of its implications in general education. This study investigates the multifaceted factors influencing the implementation, delivery, and reception of online classes in general education programs across selected higher education institutions. Employing a mixed-methods research design, quantitative data were gathered through structured surveys while qualitative insights were obtained via in-depth interviews with students and faculty members. Results indicate that technological accessibility, digital competency, instructional quality, learner motivation, and institutional support are central determinants of effective online learning. The research highlights disparities in students’ digital readiness and access to conducive learning environments, which significantly affect their academic engagement and performance. Moreover, pedagogical adaptability and the integration of interactive tools were found to be critical in maintaining student interest and participation in virtual settings. The findings underscore the necessity for higher education institutions to invest in sustainable digital infrastructures, provide continuous faculty development programs, and adopt inclusive, student-centered online learning strategies. This study contributes to the growing body of literature on e-learning by offering empirical evidence on the challenges and enablers of online education in general education curricula. It also presents actionable recommendations aimed at enhancing the quality and equity of online instruction. In doing so, the research supports the advancement of resilient and adaptive educational systems capable of meeting the evolving demands of 21st-century learners.