Keyword: «pedagogical risks»

The article explores the potential of digital footprint analysis for early diagnosis of academic failure. Based on a review of the literature in the field of learning analytics and data mining, pedagogical and ethical risks have been identified: algorithmic determinism, stigmatization of students, reduction of learning to metrics. A methodology for the transformation of logs into pedagogical solutions is proposed, including aggregation of indicators, visualization, and a feedback loop. The necessity of ethical regulators is substantiated: informed consent, minimization of data collection and the priority of the teacher's professional judgment. The conclusion is made about the expediency of using the digital footprint as a formative assessment tool, provided an interdisciplinary approach and the preservation of the humanistic foundations of education.