Learning analytics is associated with wide opportunities for the organisation of individualised, differentiated and personalised learning.

Moreover, the individualisation and personalisation of natural science and mathematics education are considered one of the

priorities of Lithuanian education, in order to foster a culture of innovation in schools. The importance of integrated education is

recognised for the sustainable improvement of the students’ competencies: problems in solving issues of the integrated organisation

of natural sciences and mathematics in lessons, searching for the most appropriate didactic solutions, and so on. The usefulness of

learning analytics is quite ambiguous: the search for tools for learning analytics, the system of its use, and definitions of benefits

for the learner, are questions that require researchers’ attention. The current article is based on a qualitative study that particularly

sought to disclose the possibility of using learning analytics in science and maths lessons. Focus group participants were teachers

from general education schools in Lithuania. The aim of the focus group was to extract the accumulated experience of teachers in

working with digital platforms and applying learning analytics based on artificial intelligence. The results of the study revealed that

teachers have no doubt about the benefits of digital platforms integrating learning analytics based on artificial intelligence, in identifying

student (class) learning gaps, and learning characteristics, and making data-based decisions regarding the differentiation and

individualisation of learning. The research participants saw the importance of data generated by learning analytics in planning and

organising integrated maths and science education lessons.