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| 1 | The paper highlights the issue of the insufficient development of diagnostic tools that allow for a comprehensive expert evaluation of interactive educational resources in the scientific and educational space of higher education institutions. The research objective was to substantiate and develop criteria-based indicators for interactive resources used in university teaching processes. The methodological basis of the study included conceptual provisions from theories on modeling in education, forecasting, simulation, and design of educational systems. A set of research methods was implemented: literature analysis, pedagogical modeling, surveying, testing, and pedagogical experimentation. The paper presents a monitoring model designed to assess the effectiveness of interactive educational resources. The model includes the following criteria: communicative interaction potential, student learning level, motivation towards studying academic subjects, critical assessment and selection of necessary information, audience coverage, personalization possibilities, performance indicators, and corresponding diagnostic instruments. The paper proposes both qualitative (lexical analysis of students’ responses and comments, case studies) and quantitative (tests, number of learners) evaluation methods within this framework. The model enables assessment of the educational potential of an interactive resource, its efficiency in the teaching process, and provides forecasts regarding possible transformations. The paper describes the process of model validation for which materials from the interactive cognitive training platform “Emotional Intelligence for Teachers” hosted on the open educational platform Stepik (https://stepik.org/course/251424/promo) were used. The paper provides the results of assessing the cognitive training platform “Emotional Intelligence for Teachers” by means of the discussed model. The gathered data shows that the initial monitoring can analyze cognitive, motivational, productive, activity, reflexive, and organizational components. Conclusions about the educational potential of digital resources based on clearly defined measurable components have been drawn. The paper states that the use of the monitoring model with established criteria and indicators serves as an effective tool for evaluating and optimizing the utilization of interactive resources in university instruction. Validation of these criteria and indicators through the example of the cognitive trainer confirmed their practical applicability and validity for assessing the educational potential of interactive resources. Keywords: interactive educational resources, effectiveness monitoring, criteria indicators, diagnostic tools, cognitive training platform, educational potential | 10 | ||||