DIGITAL ACCOMPANIMENT OF EDUCATION PROFESSIONALS BASED ON THE INTERNET OF BEHAVIORS

Abstract

The article examines the problem of digital support for educators in modern educational institutions under conditions of active digitalization of the educational environment. Existing digital solutions are largely focused on analyzing students’ learning activities, whereas the professional activities of educators remain fragmentarily represented across separate information systems and lack a holistic analytical representation. Particular attention is paid to the gap between the physical and digital dimensions of educators’ professional activities, where events of physical presence on campus are not aligned with digital events recorded in learning management systems and other components of the educational infrastructure. The study substantiates the feasibility of using Internet of Things technologies as an infrastructural basis for the automated capture of educators’ physical presence events, as well as the Internet of Behaviors concept as an analytical approach to interpreting the aggregate of physical and digital events in the form of behavioral scenarios of professional activity. It is shown that the integration of these approaches enables a transition from event-based accounting to behavioral analytics aimed at supporting the organization of educators’ work and managerial decision-making. A generalized model of digital support for educators is proposed, encompassing the stages of collecting, harmonizing, analyzing, and interpreting physical and digital data related to professional activities. The model provides for the use of learning management systems as a source of digital presence and campus infrastructure as a source of physical events, which together form a unified behavioral space. Particular emphasis is placed on the human-centered nature of digital support, issues of personal data protection, and the ethical boundaries of applying behavioral analytics in educational environments.