Muñoz, RobertoRobertoMuñozGeane BiancatoEmanuel Marques QueirogaVinícius RamosTiago Thompsen PrimoVirgínia RodésCristian Cechinel2025-08-252025-08-252023-01-0110.1007/978-981-99-7353-8_34https://cris-uv.scimago.es/handle/123456789/6100The search for improved teaching methods and a more personalized education has been a constant challenge in the educational field. Learning Analytics (LA), the measurement, collection, analysis, and reporting of data about students and their contexts, has emerged as a promising approach to understand and optimize learning environments. This paper focuses on identifying the expectations of high school teachers in the southern region of Santa Catarina, Brazil, regarding the use of LA. Through a questionnaire distributed to high school teachers, the study investigated their perceptions and opinions about the application of LA in their pedagogical practices. The results indicate that teachers have positive expectations regarding the potential impact of LA on improving teaching and learning. They understand the concept of LA and believe that the feedback provided by the system should be presented in a clear and accessible format. Furthermore, the study reveals that teachers expect support and guidance from educational institutions in accessing and interpreting analytical results. They emphasize the importance of proper training for all stakeholders involved in the implementation of LA. Overall, the study highlights the teachers’ positive attitudes towards utilizing LA as a powerful tool to enhance education and promote students’ academic and professional development in the southern region of Santa Catarina.enacceso restringidoLearning Analyticsbook part