Abstract

Purpose: This study empirically investigates the structural relationships among quality factors of real-time online safety education—specifically instructor competence, system environment, and practical relevance—education satisfaction, and behavioral intentions, including recommendation and re-attendance intentions, for industrial supervisors, the key safety managers. Research design, data, and methodology: A survey was conducted on 530 supervisors who completed training at H educational institution. Data were analyzed using multiple regression, mediation verification, and binary logistic regression with SPSS 27.0. Results: The findings reveal that performance paths are differentiated by factors. Instructor competence strongly influenced satisfaction but affected recommendation intention solely through satisfaction, demonstrating a full mediation effect. Conversely, practical relevance did not significantly affect satisfaction but exerted a strong direct effect on recommendation intention. The system environment proved to be a foundational factor partially mediating the relationship between satisfaction and recommendation. Additionally, binary logistic regression indicated that a one-unit increase in satisfaction increased the odds of re-attendance by approximately 4.2 times. Conclusions: This research identifies that outcomes are dualized into an ‘emotional satisfaction path’ centered on instructor competence and a ‘practical behavioral path’ centered on practical relevance. Consequently, educational institutions should establish a two-track strategy: strengthening online teaching skills to enhance satisfaction for retention, while developing field-case-oriented content to promote recommendation.