Automated reflection as a tool for pedagogical support in the context of education digitalization

Statement of the problem. Reflection is traditionally regarded as a key instrument in teachers’ professional development. However, in practice it is often reduced to formal procedures, losing its developmental value and increasing the risk of professional burnout. In the context of education digitalization, there is a need for new forms of pedagogical support that combine the personal meaning of reflection with objective data on professional activity. At the same time, contemporary scholarly literature does not provide a consistent conceptual framework for such categories as digital reflection, automated reflection, and automated models of reflection, which complicates both research analysis and the practical implementation of innovative approaches. The purpose of the article is to substantiate the potential of automated reflection as a tool of pedagogical support, to highlight its advantages over traditional forms, and to outline the prospects for its application in the digital educational environment. Methodology (materials and methods). The study is grounded in activity-based, competency-based, contextual, systemic, learner-centered, and axiological approaches. This framework made it possible to conceptualize pedagogical reflection as a form of professional activity, a component of competence, an element of professional development, and a mode of value-based and personal self-determination within the specific conditions of digital educational practice. The theoretical foundation drew on contemporary concepts of digital pedagogy and learning analytics, which enable the integration of quantitative and qualitative indicators into the process of reflective practice. The research employed theoretical analysis of publications, content analysis of empirical materials, comparative analysis of traditional and automated models, synthesis of practical experience with the implementation of digital platforms (Moodle, Microsoft Teams Insights, SELFIE for Teachers), as well as expert interpretation of data in the context of educational psychology and professional development theory. These methods allowed for the identification of both the advantages and limitations of automated reflection and for the determination of conditions necessary for its effective integration into systems of pedagogical support. Research results. This article therefore proposes working definitions of manual, digital, and automated reflection, as well as automated models of reflection. These definitions make it possible to consider the forms of reflection as successive stages of increasing complexity: from subjective manual reflection → to digital reflection, where the teacher relies on data and digital artifacts → to automated reflection, where data collection and initial analytics are performed by the system → and finally to automated models, which establish a formalized structure of reflective analysis. The findings demonstrate that automated reflection ensures the systematic and reproducible nature of reflective practice, reduces subjectivity in assessment, provides real-time feedback, and generates personalized recommendations. It is shown that digital tools (LMS dashboards, SELFIE for Teachers, Microsoft Teams and Moodle analytics modules) integrate reflection into the professional cycle of educators. Conclusions. Automated reflection transforms pedagogical support into a continuous process embedded in the digital ecosystem. While preserving the subjective dimension of reflection, it strengthens it with objective data, enhancing its practical effectiveness. The author developed the concept of automated reflection in the context of education digitalization, analyzed its benefits and limitations, and formulated conclusions on the prospects for its implementation in pedagogical support practices.