Abstract
Purpose This study aims to identify the impact of trust in professors on the willingness to engage in learning and continue attending classes for college students who have experienced non-face-to-face online classes at universities. Through this, this study is expected to identify the importance of trust in professors and help reinforce online education as well as enhance its quality.
 Methods Survey were distributed a total of 275 copies, with 250 copies used as data for final analysis and excluding those invalids. For statistical analysis, frequency analysis, reliability analysis, factor analysis and regression analysis were performed using SPSS 26.0 and process macro v4.2.
 Results The result of the analysis showed that, first, trust in professors has a significant effect on learning engagement; second, learners’ trust in the faculty exerts a substantial influence on the intention of course continuity; and thirdly, learning engagement has a considerable impact on the intention to continue taking classes.
 Conclusion The importance of online classes in universities is becoming increasingly emphasized, and a strong sense of faculty trust, especially in non-face-to-face online classes, is emerging as an important factor in the success or failure of online education. Therefore, in order for students to increase their confidence in the professor, it is necessary for lecturers to have expertise in the subject of major, fairness in grading practices, and constant interest and interaction with students.
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