MOTIVATION OF HIGHER EDUCATION STUDENTS IN LEARNING MANAGEMENT SYSTEMS: FROM THEORETICAL FOUNDATIONS TO PEDAGOGICAL PRACTICE

. The article presents a comprehensive theoretical analysis of the problem of motivation of higher education s tudents in learning management systems (LMS). The psycho -pedagogical essence of learning motivation as a multidimensional dynamic phenomenon is revealed; its structural components in the context of educational digitalization are analyzed; the typology and factors of motivation formation in the digital educational environment are systematized. The structure of learning motivation is conceptualized as an integrated five -component system encompassing motivational - axiological, cognitive, emotional - volitional, behavioral, and reflective dimensions, each acquiring specific characteristics in the onli ne learning context. The typology of motivation is differentiated by source of origin (intrinsic/extrinsic), orientation (achievement/avoidance), temporal perspective (situat ional/stable), and subject focus (technological, content - based, communicative, and outcome-oriented). Formation factors are systematized across macro-, meso - , and micro-levels. The conceptual understanding of LMS as a complex sociotechnical environm ent tha t actively influences motivational processes through architectural decisions, functional capabilities, and pedagogical design is substantiated. The motivational potential of modular course structure