AN EDUCOLOGICAL MECHANISM FOR MANAGING THE EDUCATIONAL PROCESS IN HIGHER EDUCATION: PRINCIPLES, COMPONENTS AND FEEDBACK LOOPS

The effective management of the educational process in higher education requires a systematic approach that integrates pedagogical principles, organizational structures, learning technologies, assessment procedures, and continuous feedback mechanisms. This article examines the concept of an educological mechanism as an integrated framework for planning, implementing, monitoring, and improving educational activities in higher education institutions. Particular attention is given to the theoretical principles underlying the mechanism, its structural components, and the role of feedback loops in ensuring continuous improvement in teaching and learning. The study conceptualizes the educological mechanism as a dynamic system in which educational goals, curriculum design, teaching methods, student engagement, assessment practices, and institutional management interact with one another. It also explores how feedback from students, academic staff, assessment results, and quality assurance procedures can be used to identify educational challenges and support evidence-informed decision-making. The article emphasizes the importance of learner-centeredness, systematicity, transparency, adaptability, and the alignment of educational objectives with learning outcomes. Furthermore, it highlights the potential of digital learning environments and data-informed monitoring tools to strengthen communication, facilitate timely interventions, and improve the responsiveness of educational management. The proposed conceptual framework demonstrates that feedback should not be treated as a final stage of the educational process but as a continuous mechanism connecting planning, implementation, evaluation, and improvement. The article concludes that an integrated educological mechanism can provide a theoretical and practical foundation for enhancing educational quality, institutional effectiveness, and student learning outcomes in higher education. Its successful implementation depends on clearly defined responsibilities, reliable information, constructive stakeholder engagement, and a sustained institutional commitment to continuous improvement.