Aim: To investigate the impact of health-promoting technologies designed to increase students’ motor activity during online learning on their level of physical fitness and health status. Materials and Methods: The research, conducted in 2025-2026, involved 70 students aged 17-19 (first-year students). Two groups were formed: an experimental group (EG, n = 33) and a control group (CG, n = 37). During online learning, the EG students followed a newly developed health-promoting program designed to increase their motor activity; the CG students participated only in remote physical education training sessions (twice a week). Results: The effectiveness of the developed health-promoting program in maintaining and improving students’ physical fitness and preserving their health has been demonstrated. After completing the online learning, the EG students showed significantly (p < 0.05) better results than those in the CG in the following tests: push-ups in 1 minute – by 3.8 reps, sit-ups in 1 minute – by 3.6 reps, in the sit-and-reach test – by 1.2 cm, and in plank holding – by 13.1 sec. HR indicators, which characterize students’ health status, were also better than those in the CG after online learning. Conclusions: The results indicate that the systematic implementation of a health-promoting technology program into the educational process at HEIs contributes to maintaining and even increasing students’ levels of motor activity and physical fitness, as well as improving their health indicators in an online learning environment, compared to the traditional organization of physical education in an online format.