Abstract: Based on the self-determination theory and the theory of learnig input and harvest, a learning effects model was developed for modern educational technology courses in a hybrid teaching environment, which was then examined and revised using SPSSAU. The research results showed that factors such as hybrid teaching, active learning motives, and technology acceptance exert a positive impact on learning engagement, while learning engagement has a significantly positive impact on learning performance and learning satisfaction. Additionally, controlled learning motives have a negative impact on learning engagement. Therefore, it is recommended that greater attention be directed to teacher candidates’ autonomous learning motives in the hybrid teaching environment, thus to promote their integration into this teaching model and enhance learning engagement, thereby effectively improving the learning performance of teacher candidates in modern educational technology courses.