Pedagogical Interaction in the Digital Educational Ecosystem: a Comparative Analysis of Student and Teacher Perspectives

Abstract

This article examines pedagogical interaction in the digital educational ecosystem through the comparative perspective of two key role groups: students and ordinary users, on the one hand, and teachers and content creators, on the other. The study reframes the issue of online learning within the broader context of platform-mediated, hybrid and analytics-supported educational environments, where learning trajectory, feedback, teaching presence, algorithmic explainability and the quality of digital content become conditions for sustainable learning. The analysis is based on a secondary comparative pedagogical reading of empirical data from two role-specific corpora: 130 students and ordinary users and 128 teachers and content creators. The results show that the student perspective is centred on the need for clear goals and rules, visible connection between effort and progress, social recognition, personalised feedback and understandable digital logic. The teacher perspective reveals related but different deficits: lack of a clear professional pathway, insufficient recognition of real contribution, opaque criteria for status, rating and moderation, and the need for the platform to account for pedagogical context. The article proposes a model of pedagogical interaction based on clear learning trajectory, teaching presence, two-way feedback, recognition and methodological validity of digital content.