The current research examines the possible mediating and moderating effects of Teaching Efficacy (TE) and National Culture (NC) on the nexus of Readiness of Students (RS), Interactive Online Collaboration (IOC), Faculty Training (FT), and Policy Support (PS) and the ensuing results of Student Performance (SP), Job Employment (JE), Student Competency (SC), and University Reputation (UR). We have evaluated both the direct and indirect association between the stipulated constructs by utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM) on a sample of 291 respondents who were sampled using structured questionnaires. The empirical evidence suggests that TE is a medium of connecting between RS, PS, and SP and therefore enhances its impact on JE, SC, and UR. Notably, the influence of SP on JE is statistically significant in case of concurrent TE activity (O for indirect path = 0.215, p<0.001). Similarly, mediation helped students score better on SC (O = 0.327, t = 6.261, p < 0.001) and UR (O =-0.065, t = 1.911, p = 0.028). A substantial direct correlation was found between RS and TE (r = 0.282, t = 4.175, p < 0.001). The outcome of the moderate analysis indicated that Organizational Culture exerted a strong influence, leading to a positive impact on the correlation between TE and SP (O = 0.087, t = 1.994, p = 0.023). In addition, Information Culture (IC) acted as a protective factor, moderating the relationship between RS and TE (O =-0.093, t = 1.945, p = 0.026). Taking TE as the main factor and cultural elements as moderators significantly improved the model's performance, demonstrating that student results and university reputation can be enhanced when there is strong teaching competence and a positive organizational environment within these institutions. © 2025 by the authors. Licensee ESJ, Italy.
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