Social, psychological and pedagogical manifestations of students’ behaviour in digital educational environment

Over the last 10-15years demand for the digital transformation of higher education has grown. Individual behavioral characteristics play a crucial role in students’ engagement and learning outcomes online. This study aims to systematize the components of learner digital behavior, identify key behavioral patterns, and provide recommendations for digital course design. Literature analysis identified five behavioral components: motivational, emotional, social, volitional, and cognitive, as well as digital factors influencing each. These insights were compared with the results of two surveys administered to students of the online course “English for Engineers” on the “Open Education” platform (944 and 794 participants at course midpoint and completion, respectively). Results indicate that extrinsic motivation has a limited influence on digital learning behaviors, while the volitional component – self-discipline and self-organization – is the most significant factor in successful course completion. The optimal proportion of course content novelty is 31%-70%. Based on these findings, it is recommended that educators and course designers prioritize developing students’ self-discipline and organizational skills. Additionally, online platforms should be leveraged to diversify materials and assignments, better addressing individual learner needs.