Utilizing Learning Analytics in Ecological Education: A Sustainable Approach to Pedagogical Management in Higher Education

This study develops and validates a comprehensive model for integrating learning analytics into ecological education in Russian higher education institutions. Employing a mixed-methods approach, the research rigorously analyzes curricular metrics, student engagement indices, and faculty perceptions from a diverse dataset spanning various strata of Russia's higher education ecosystem. The analytics encompass diagnostic, descriptive, predictive, and prescriptive parameters, enabling an empirically-supported, context-appropriate pedagogical management model. Significant correlations are found between analytics-driven pedagogical interventions and increased student engagement (r = 0.71, p < 0.05), enhanced ecological literacy, and reduced resource consumption. Adoption of analytics-driven pedagogical management also leads to more effective content delivery and improved educational outcomes (Cohen's d = 0.53). These findings suggest that integrating learning analytics into ecological education could catalyze Russian higher education institutions to become leaders in sustainable pedagogical practices. Challenges in implementation, including faculty training, ethical considerations, and resource allocation, are identified. Evidence-based recommendations for policy enhancement, implementation strategies, and future research directions are provided. This rigorous, contextually-grounded analytical model serves as a crucial impetus for Russia's strategic efforts to realize its sustainable development goals within the higher education sphere.