Previous studies have not adequately explored the complex relationship between learning satisfaction and perceived learning achievement in adult online education. This study explores the chain mediating effect of online instructional service quality and engagement in online learning on the relationship between learning satisfaction and perception of learning achievement among adult learners in online education. Data from 8,119 questionnaires were analyzed using structural equation modeling. Results indicate positive correlations between learning satisfaction, online instructional service quality, and engagement in online learning. Both service quality and engagement mediate the relationship between learning satisfaction and perception of learning achievement. Enhancing learning satisfaction improves both service quality and engagement in online learning for adult learners. Increased engagement in online learning corresponds to higher learning achievements. These findings provide theoretical insights on satisfaction, service quality, engagement, and learning achievement in online education, offering strong theoretical support and development opportunities for online education practices.
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