In the conditions of active digitalization of education, it is especially relevant to study individual factors that determine the behavior of teachers in the digital environment. This study aims to identify the relationship between educators' personality traits, defined by the Big Five model, and their digital activity, including the frequency and preferences of social media use. The study involved 232 educators who were administered standardized questionnaires to assess personality traits, digital activity, and frequency of use of 10 popular platforms. The results of the correlation analysis show that conscientiousness is negatively related to digital activity (r = -0.126, P < 0.05), while openness to experience also indicates a weak negative relationship (r = -0.100). Extraversion is positively correlated with Instagram (r = 0.166, p = 0.011) and Telegram (r = 0.206, p = 0.002), while openness to experience is positively correlated with the same platforms (r = 0.198, p = 0.002). Professional character platforms, such as LinkedIn and Scoop.it, showed positive correlations with digital activity (up to r = 0.127). The results highlight the importance of individual factors in shaping educators' digital behaviors and can be used in developing digital literacy programs and adapting educational environments to the individual characteristics of participants.