Online learning has become a core instructional modality in higher education and an important driver of smart and green university initiatives by enabling digitally mediated teaching, institutional efficiency, and reduced reliance on physical infrastructure. Despite increasing investment in educational technologies, the effectiveness of online learning largely depends on educators’ performance and the human capital conditions that support technology-enabled instruction. This study examines how human capital dimensions predict educators’ performance in online learning within higher education institutions. A quantitative survey design was employed, and data were collected from university teaching staff. The data were analyzed using partial least squares structural equation modeling (SEM-PLS). Human capital was operationalized through five dimensions: individual capability, individual motivation, leadership, organizational climate, and workgroup effectiveness, while educators’ online learning performance served as the outcome variable. The results indicate that all five human capital dimensions have positive and statistically significant effects on educators’ online learning performance. Workgroup effectiveness emerged as the strongest predictor (β = 0.367), followed by individual motivation (β = 0.350), individual capability (β = 0.247), leadership (β = 0.206), and organizational climate (β = 0.195). The model explains a substantial proportion of variance in educators’ online learning performance (R² = 0.760). These findings highlight the importance of integrated human capital strategies—including capability development, motivational support, effective leadership, a supportive organizational climate, and collaborative work practices—to enhance online learning quality and support the realization of smart and green university goals.