This study examines the key factors influencing the quality of distance learning in higher education during the COVID-19 pandemic, a period when online learning became the dominant mode of education. Using a descriptive method and a 26-item questionnaire, data were collected from a representative sample of 360 students in Vojvodina, Serbia. The factors analyzed include computer literacy and technology access (Ph1), students’ ability to balance life obligations with study demands (Ph2), and their motivation for distance learning (Ph3). The results show that 89% of students had adequate IT access, 47% were able to reconcile study and personal obligations, and 70% reported strong motivation. Correlation analysis confirmed a statistically significant positive relationship between all three factors and students’ perceptions of well-organized distance learning, thus supporting the main research hypothesis. Beyond these findings, this study interprets digital literacy as adaptability, time management as resilience, and motivation as value orientation and future thinking—core dimensions of sustainability competences outlined in the European GreenComp framework. Distance learning is therefore positioned not only as an emergency response but also as a transformative pedagogy that integrates brain (knowledge), hands (skills), heart (values), and spirit (purpose), contributing to sustainable and resilient higher education.

Visual–spatial abilities (VSAs) are increasingly recognized as essential for acquiring 21st-century competencies, such as digital literacy, creative problem-solving, and the ability to interact with virtual and 3D environments. This study explores whether participation in a Computer Animation (CA) course can effectively enhance VSA, thus supporting the broader development of these key skills. A total of 346 students participated, divided into an experimental group (231 students attending CA) and a control group (115 students). The Purdue Spatial Visualization Test (PSVT) was used to assess VSA before and after the course. The analysis considered three aspects: the impact of CA course participation, test–retest effects, and the role of prior 3D software experience. Results showed a significant VSA improvement in the experimental group (+7.08 points), particularly among students without prior 3D experience. The control group showed minimal gains (+1.76 points), confirming that course participation—not test repetition—drove the improvements. More intensive course attendance (full-time students) led to greater progress. These findings suggest that Computer Animation courses can effectively support the development of visual–spatial abilities, which in previous research, have been associated with competencies relevant to digital and creative domains.