METHODOLOGY FOR ORGANIZING STUDENTS' LEARNING ACTIVITIES IN A DIGITAL EDUCATIONAL ENVIRONMENT

This article substantiates a methodology for organizing university students’ learning activities in a digital educational environment. The study is based on the analysis and synthesis of contemporary research on digital education, student engagement, self-regulated learning, digital competence, learning analytics, and online feedback. The methodological framework integrates a competency-based, activity-oriented, student-centered, and self-regulated learning approach. As a result, a four-stage model of learning activity organization is proposed: diagnostic and goal-setting, instructional design and resource structuring, interactive implementation and learning support, and monitoring, feedback, reflection and correction. For each stage, the functions of the teacher and student, appropriate digital tools, expected learning actions, and assessment mechanisms are specified. The proposed methodology emphasizes purposeful rather than excessive use of technology, alignment between learning outcomes and digital activities, regular feedback, learner autonomy, collaborative interaction, and the use of learning analytics for pedagogical decision-making. The article concludes that the effectiveness of a digital educational environment depends not primarily on the number of digital tools employed, but on the pedagogical logic linking objectives, content, activities, communication, assessment, and reflection into a coherent learning system.