This short article proposes a compact strategy for introducing learning analytics into mathematics teaching at a technical university. The paper is based on the broader discussion developed in the authors’ longer conceptual work, and builds on the Project 101082889 MEDIA, which focuses on establishing Inter-University MEDIA Centers to advance the modernization and internationalization of online education systems and contribute to strengthening regulatory frameworks, implementing Learning Analytics, and developing accredited multidisciplinary digital media programmes aligned with EU best practices and evolving labour market demands shaped by the postCOVID context 19. Nevertheless, it is intentionally reframed as a smaller and more practice-oriented contribution rather than presenting a full institutional framework. The article focuses on a limited pilot pathway that begins with one or two mathematics courses in Moodle and develops from simple platform reports toward modest exploratory analysis. The argument is that mathematics offers an especially suitable entry point because its topic progression is explicit, learning bottlenecks are recurrent, and digital traces can often be interpreted pedagogically with less ambiguity than in more open-ended disciplines. The paper outlines a four-step adoption model, identifies feasible analytical indicators for pilot courses, and discusses basic methodological, ethical and organizational conditions for implementation. Its contribution lies in showing how a technical university with uneven digital maturity can start small, build methodological confidence, and prepare for later institutional scaling without treating learning analytics as a purely technological project.
Episkoposian et al. (2026) studied this question.