Sustainable Digital Learning in Higher Education: Insights from Student Analytics and Participation in BirDeHa

Learning management systems (LMS) are essential for sustainable teaching and learning procedures due to the growing integration of digital technologies in higher education. Despite the widespread adoption of platforms such as Moodle, limited research has examined the students’ behavioral engagement and their subjective learning experiences. Addressing this gap, this study investigates the relationship between learning analytics indicators and academic performance, and how students’ experiences influence their participation in online learning environments. It adopted a convergent parallel design. Quantitative data were collected from the Moodle-based BirDeHa platform, drawing on learning analytics logs of 137 pre-service teachers enrolled in various programs within a faculty of education. Key indicators included frequency of material downloads, system usage, video engagement, and quiz performance. Qualitative data were collected via focus group interviews with nine participants. The results revealed a clear relationship between students’ interaction patterns within the LMS and their academic performance. Indicators of active engagement, particularly time spent on the platform and frequency of interaction with course materials, emerged as strong predictors of academic success. Qualitative findings further indicate that students perceive the LMS as flexible, inclusive, and supportive of their learning needs. Overall, this study underlines the importance of integrating data-driven insights with student-centered perspectives to achieve a comprehensive understanding of online learning environments and to inform effective design. The findings contribute to the sustainability of digital learning environments by providing behavioral indicators that can inform data-driven instructional design.