INTEGRATION OF THE TEACHER’S DIGITAL AVATAR INTO HIGHER EDUCATION AS A FACTOR OF PERSONALIZED ADAPTIVE EDUCATION

Abstract

The aim of the article is to analyze the integration of the teacher’s digital avatar into higher education as a mechanism that enhances personalized and adaptive educational processes. The research focuses on conceptualizing the functions of the digital avatar as an intermediary between data, teaching methods, and learners, capable of supporting individualized educational trajectories and improving the quality of academic interaction. Methodology. The work is based on a theoretical analysis of contemporary publications on the issues of digital transformation of higher education, adaptive learning models, and artificial intelligence tools in the educational process. A systematic approach was used to synthesize pedagogical patterns, principles, and organizational conditions for the integration of the teacher’s digital avatar. Results. It has been established that a digital avatar performs integrative functions: it ensures the coordination of content, forms, and methods of learning, supports formative assessment, promotes independence and self-regulation among learners, moderates synchronous and asynchronous communications, and visualizes complex learning material. A characterization of pedagogical patterns and a system of principles of personalized adaptive learning in the context of digital avatar integration is proposed. Practical implications. The use of digital avatars makes it possible to increase the effectiveness and inclusiveness of learning, reduce the workload on teachers, create conditions for the formation of individual trajectories, and strengthen the culture of academic interaction. Universities gain the ability to scale personalization without losing the quality of pedagogical support. Value/originality. The presented approach provides a comprehensive understanding of the potential of digital avatars as a component of the university’s educational ecosystem and outlines the conditions of their effective integration, taking into account pedagogical, organizational, and security requirements.