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Abstract

The quality of pharmacy education is increasingly shaped by how institutions design and implement strategic management of learning environments. This study investigates the role of Strategic Educational Management (SEMg) in enhancing Academic Performance (AP) and Learning Quality (LQ) among pharmacy students in Vietnam. Drawing on Self-Determination Theory (SDT), Social Cognitive Theory, and Constructivist Learning Theory, we develop a comprehensive model incorporating Learning Engagement (LE) and Self-Regulated Learning (SRL) as sequential mediators, and Digital Learning Support (DLS) as a boundary condition moderator. Using Partial Least Squares Structural Equation Modeling (PLS-SEM) and data from 312 pharmacy students enrolled in Vietnamese university pharmacy programs, all thirteen hypotheses are supported. SEMg significantly drives LE (β = 0.462), AP (β = 0.283), and LQ (β = 0.261). LE enhances SRL (β = 0.538), which in turn advances AP (β = 0.469). AP substantially improves LQ (β = 0.471). Serial mediation through LE and SRL is confirmed (β = 0.117), and DLS amplifies the SEMg–LE relationship (β = 0.161). The model explains 56.1% of the variance in LQ. These findings advance educational management theory by integrating management-level strategies with student-level learning behaviors, and provide concrete recommendations for curriculum administrators, pharmacy faculty, and educational policymakers to enhance both academic performance and high-quality learning outcomes‎.

Keywords: Strategic educational management, Learning engagement, Self-regulated learning, Academic performance, Learning quality, PLS-SEM

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