Abstract
The relevance of this study stems from the need for a scientifically sound implementation of innovative mentoring models in the system of higher pedagogical education. The scientific problem lies in the contradiction between the widespread use of student mentoring practices and the insufficient theoretical development of models that allow for moving beyond the linear transfer of experience. The aim of this article is to present the results of a pilot study to test a multi-subject mentoring model at Altai State Pedagogical University in the 2024/2025 academic year. The methodological framework comprised systems, competency-based, and multi-subject approaches. A combination of methods was used, including theoretical analysis, pedagogical observation, questionnaires, testing, analysis of activity products, and mathematical statistics. The experiment involved 486 first-year students (the experimental group) and 210 students (the control group), as well as 64 student mentors and 28 faculty members involved in reverse mentoring. The scientific novelty consists of substantiation and empirical verification of a multi-subject mentoring model into a system of mutually learning communities; the identification of the ‘horizontal peer learning’ effect, in which the professional growth of mentors is comparable to that of mentees; the establishment of correlations between mentoring forms and the dynamics of participants’ professional competencies. It is substantiated that the comprehensive implementation of innovative mentoring forms contributes to an increase in the level of first-year student adaptation, the development of digital and professional competencies of participants, and the formation of a mentoring culture at the university.
Keywords
- mentoring
- innovative mentoring models
- multi-subject approach
- pedagogical university
- reverse mentoring
- horizontal peer learning
- project-based activities
- first-year student adaptation
- Altai State Pedagogical University
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