Bridge courses are a teaching module whose main objective is to help close the gap between two levels of competence: high school and university. Based on the research results of other authors, in this age there is a social necessity for intensive bridge courses in the context of sustainability. Bridge courses are offered to help students improve and orient their knowledge of the subject while also considering their communication skills and backgrounds. The article analyses and assesses factors that have impact upon the efficiency of pedagogical process in intensive Bridge courses and how can the use of e-learning technologies-based model contribute to the efficiency of the pedagogical process and increase the academic achievements of students in bridge courses. It is on their basis that the concept of pedagogical process efficiency is defined. In the article, we describe criteria for an effective pedagogical process e- learning technologies-based model for intensive bridge courses in physics, considering the requirements of the 21st century for acquisition of physics at the level of general secondary education and based on the research results of other authors. As the intensity of life is constantly growing, it requires new solutions. There is a high demand for not only different teaching materials, but also for a different organization of the learning process, a different educational policy, as well as the opportunity to quickly and continuously introduce new solutions. An analysis was conducted on the technological infrastructure required to provide intensive bridge courses in physics. The study also evaluated the impact of e-learning technology on increasing student academic achievement.