In the digital era, there has been a growing focus on seeking online academic help-seeking as an effective factor for success in the virtual learning environment. However, the Social Networking Self-efficacy (SNS) and social presence of students in online learning environments remain underexplored. This study employed a structural model to investigate the relationship between students' SNS, academic help-seeking, and social presence, as well as the mediating role of academic help-seeking between these two factors. The research design was quantitative, using a descriptive and correlational approach. Data were collected from 339 students at an Iranian university in Hamedan and analyzed using structural equation modeling. The findings indicated that SNS had both direct and indirect influences on social presence, through academic help-seeking. Additionally, academic help-seeking was found to impact social presence, thus mediating the relationship between SNS and social presence. Therefore, educators and policy-makers should consider the role of academic help-seeking and SNS to enhance social presence.