This study investigates the effectiveness of a web-based cognitive apprenticeship model in enhancing student learning of classical mechanics and their subsequent confidence in e-learning at the College of Basic Education in Iraq. Data were gathered from students through survey questionnaires, and Smart-PLS was employed to examine the relationships among the variables. The results indicate that the web-based cognitive apprenticeship model exerts a positive and significant influence on learning classical mechanics, which, in turn, is positively associated with confidence in e-learning. Furthermore, the analysis demonstrates that learning classical mechanics significantly mediates the relationship between the web-based cognitive apprenticeship and confidence in e-learning. The findings confirm that the web-based cognitive apprenticeship model serves as an effective pedagogical approach that fosters student–instructor interaction, promotes self-directed learning, and enhances academic achievement within digital learning environments.