Abstract
This study examines the role of learning analytics in enhancing academic interaction and personalized learning through digital platforms in higher education environments. The research aims to analyze how learning analytics supports adaptive instructional practices, improves communication between lecturers and students, and facilitates individualized learning experiences within digitally mediated educational systems. The study employed a qualitative approach using a case study design because this method enabled an in-depth exploration of educational practices, participant experiences, and institutional dynamics related to learning analytics implementation. The research was conducted at a private higher education institution in Indonesia that had integrated digital learning platforms and analytics systems into academic activities. Twelve informants consisting of university leaders, lecturers, educational technology administrators, and students were selected purposively due to their direct involvement in digital learning practices and learning analytics utilization. The findings reveal that learning analytics significantly improves academic interaction, strengthens collaborative engagement, supports personalized learning pathways, and enhances instructional responsiveness through data-informed educational strategies. However, challenges related to technological readiness, pedagogical adaptation, and ethical data governance remain significant concerns. The study recommends strengthening institutional digital literacy, pedagogical training, and ethical policies to support sustainable and effective implementation of learning analytics in higher education.