Digital Avatar as a Mediator of the Educational Process: Opportunities, Limitations, and Prospects

Abstract

This article examines the functions, affordances, and limitations of digital avatars as mediators of educational interaction and formulates the conditions for their successful integration into teaching practices. In this study, a digital avatar is defined as a visual virtual agent representing a human or artificial intelligence, capable of communication and interaction within the digital educational environment. The work is grounded in a sociotechnical approach and considers the digital avatar not only as a technological solution but also as a new actor in educational interaction. Drawing on a thematic literature review (2020–2025), analysis of EdTech company cases, and a reflexive author experiment, the study identifies key functions and constraints of avatars in education and proposes a four‑level model that integrates the technical, psycho‑pedagogical, sociocultural, and ethical dimensions of avatars’ mediating role. The findings reveal the complex sociotechnical nature of digital avatars, their pedagogical potential, and the social challenges of implementation in educational practice. The study demonstrates the potential of digital avatars to enhance short‑term learner engagement and motivation, facilitate multilingual content delivery, and reduce time spent on preparing instructional videos. It concludes that avatars should be viewed not as replacements for teachers but as powerful auxiliary tools that complement and extend their capabilities, with effectiveness contingent on the education system’s readiness for change – from thoughtful strategy design and teacher professional development to clear ethical frameworks. The conclusion outlines principles for designing and implementing digital avatars as mediators of educational interaction and suggests key directions for further research and practice.