LEARNING ANALYTICS AND STUDENT ENGAGEMENT IN TEACHER EDUCATION: METHODOLOGICAL PERSPECTIVES.

this article examines methodological perspectives on using learning analytics to monitor and support student engagement in teacher education. The central problem is that traditional assessment and attendance-based control systems do not adequately reveal future teachers’ behavioural, cognitive, emotional, social and professional engagement in digital learning environments. The study employs theoretical analysis, comparative synthesis, design-based pedagogical modelling and data-informed methodological interpretation. As a result, the article proposes an integrated methodological framework that combines LMS log data, digital footprints, formative assessment, reflective portfolios, AI-supported diagnostics and teacher-led interventions. The framework is intended to transform engagement monitoring from a retrospective administrative procedure into a continuous pedagogical cycle of diagnosis, feedback, personalization and professional growth. The proposed approach can strengthen evidence-based decision-making, improve the quality of electronic pedagogy and support future teachers’ readiness for data-informed professional practice.

mazkur maqolada pedagogik oliy ta’limda talabalar faolligini Learning Analytics vositalari orqali monitoring qilish va qo‘llab-quvvatlashning metodik asoslari yoritiladi. Tadqiqot muammosi shundan iboratki, an’anaviy nazorat va baholash tizimlari bo‘lajak pedagoglarning raqamli ta’lim muhitidagi real ishtiroki, kognitiv faolligi, refleksiyasi hamda kasbiy o‘sish dinamikasini yetarli darajada ko‘rsata olmaydi. Maqolada nazariy- tahliliy, komparativ, dizayn-asoslangan va ma’lumotlarga asoslangan pedagogik tahlil metodlari qo‘llanildi. Natijada LMS loglari, raqamli izlar, interaktiv topshiriqlar, refleksiv portfolio va sun’iy intellektga asoslangan diagnostika orqali student engagementni baholash hamda individual pedagogik intervensiyalarni belgilashga xizmat qiluvchi metodik model taklif etildi. Ushbu yondashuv bo‘lajak pedagoglarni kasbiy faoliyatga tayyorlashda shaffof, adaptiv va dalillarga asoslangan ta’limni tashkil etishga imkon beradi.