<![CDATA[This study is grounded in the increasing adoption of online learning in higher education, particularly following global disruptions that have accelerated large-scale digital transformation. The primary objective of this research is to analyze the dynamics of online learning implementation using the Community of Inquiry (CoI) framework, which encompasses teaching presence, social presence, and cognitive presence. This study employs a systematic literature review approach by examining relevant and indexed scholarly sources through a structured process of selection, evaluation, and synthesis. The findings indicate that the effectiveness of online learning is strongly influenced by the balance among the three CoI elements: teaching presence plays a critical role in instructional design and facilitation, social presence fosters interaction and engagement, and cognitive presence supports deep knowledge construction. Additionally, key challenges identified include limited interaction, technological readiness, and users’ digital competencies. This study contributes to a comprehensive understanding of the effectiveness of CoI-based online learning and offers practical implications for developing more adaptive and sustainable digital learning strategies in the future.]]>
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