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In the context of the COVID-19 pandemic, the educational process has acquired a virtual character, when the role of technical teaching tools that mediate the real interaction of students with the teacher has sharply increased. The conditions for creating an engagement effect have changed and there is a need to study the phenomenon of engagement and its psychological mechanisms. The main aspects of an engagement manifestation that represent the spatial part of the model are shown: cognitive, emotional, behavioral, activity, motivational, socio-psychological and physical. The novelty of the spatial-temporal model is that it involves all the spatial factors that are included in the main temporal phases of activation of engagement: preparatory, active, evaluation and correction. The long-term and short-term options for using the engagement model with their methods of implementation, expected results and realization mechanisms are proposed. The implementation of the short-term version of the engagement model is carried out through a system of digital monitoring of emotional and cognitive reactions of a person in a digital environment. The possibility of managing and self-managing students' engagement in educational activities in a digital environment is shown.

Spatial-temporal model of engagement of participants of educational activity in the digital educational environment