Aim
. To reveal the importance of mentoring as a resource for developing the creative abilities of students in educational organisations based on the principles of historicism and social determinism.
Methodology
. The study’s methodological framework was based on the key tenets of systemic, cultural, axiological, existential, and activity-based approaches. The combination of these approaches provides a productive foundation for understanding the importance of mentoring in developing students’ creative abilities at various stages of societal development. The study utilised methods of studying scientific literature and databases (content analysis, synthesis, induction, deduction, comparison, generalization, systematisation, and periodisation) and empirical methods (systemic analysis of students’ and mentors’ activities in the educational process).
Results
. Mentoring, having undergone significant historical transformations, is now widespread at all levels of education. However, its potential for developing students' creative abilities remains under-studied and underutilised. Educational institutions at various levels have historically developed mentoring subsystems such as “teacher-student”, “student-student”, “teacher-teacher”, and “employer-student”, each of which offers significant potential for developing students' creative competencies. Existentially oriented mentoring helps mentees overcome creative crises, fear, and self-doubt, which are constant companions of creative activity, develop communication skills, teamwork, manage their time effectively, and present the results of their creative work.
Research implications
. The theoretical conclusions and generalisations obtained in the study open promising opportunities for developing a comprehensive concept for mentoring as a tool for developing students’ creative potential at all levels of education.
The practical significance
of the presented results lies in their use in designing and improving mentoring programs aimed at developing the creative abilities of children and adolescents, as well as in developing individual work plans for gifted students at all levels of education.
Conclusions
. The integration of mentoring into the educational process at all levels, considering positive historical experience and adapting it to contemporary sociocultural realities, has proven effective in developing students’ creative abilities. This, in turn, stimulates innovative economic development, fosters the cultural identity of younger generations, and ensures social cohesion based on traditional spiritual and moral values.
Aim.
To substantiate and present the internal and external factors of the application of mentoring technology as a resource for personal and professional growth of students in the educational process of the college of creative industries.
Methodology.
The study’s methodological framework was based on the key principles of systemic, activity-based, synergetic, student-centered, and competency-based approaches. Their combination creates a productive foundation for identifying the internal and external factors that contribute to the effective application of mentoring technology to enhance the personal and professional development of students majoring in creative fields. The study utilized methods of studying scientific literature and databases (content analysis, synthesis, induction, deduction, comparison, generalization, and systematization); predictive methods (design and schematization); and empirical methods (systematic analysis of student and mentor activities within the technical school educational process).
Results.
An analysis of the current sociocultural situation, scientific literature on the theory of professional education, and a study of the educational practices of students in creative fields reveal that the application of mentoring technology is determined by the actualization of internal and external factors, grouped around the semantic fields of “personality”, “educational process”, and “production”. Internal factors, related to the student’s personality, include the need for emotional support and advice from an experienced professional, the need to apply knowledge in practice, realize creativity, and develop a professional identity. External factors, correlated with the mentor’s personality and the mentoring technology itself, include the mentor’s needs for professional self-realization, the transmission of professional experience and values, the application of a creative approach to professional activity, the creative industry's need for innovation and a new perspective on everyday routine operations, and others.
Research implications.
Identifying the internal and external factors of mentoring in the educational process at a technical college advances knowledge in the study of the sociocultural potential of secondary vocational education institutions in terms of improving the quality of education for students majoring in creative fields. The theoretical conclusions and generalizations obtained in the study provide a foundation for further exploration of effective ways to convey professional experience, professional values, and the development of professionally significant personal qualities to students and young professionals. The practical significance of the results presented lies in their use in designing and improving mentoring programs, as well as individual work plans for students majoring in creative fields at the college of creative industries.
Conclusions.
Mentoring offers significant, yet underutilized, potential for the personal and professional development of students majoring in the creative arts. Mentoring not only facilitates the transfer of professional knowledge and skill development but also plays a key role in developing students' personal qualities, their adaptation to the professional environment, and increases their competitiveness in the labor market. During the preparation of students majoring in the creative arts, mentoring takes on specific characteristics determined by internal and external factors. A mentor’s pedagogical competencies include helping students overcome the fear of failure and self-doubt that often accompany creative work; developing their individuality and creativity; teaching them to accept criticism constructively; and developing communication skills and self-discipline. Working with students majoring in the creative arts requires striking a balance between creative freedom and the demands of the educational process.
D. Ogorodnikov, N. Rachkovskaya· Moscow Pedagogical Journal· 0 citations
The development of university teachers' innovative activity is one of the key prerequisites for the digital transformation, quality enhancement, and sustainable development of contemporary higher education. Despite the substantial body of research on innovative behavior, innovation competencies, and innovative teaching practices, the mechanisms underlying the interaction of motivational-value, cognitive, behavioral, institutional-resource, and inclusive components of innovative activity remain insufficiently understood. Little attention has also been paid to how the roles of these components evolve across different stages of teachers' professional careers. The aim of this study is to develop and empirically validate a multi-component model of university teachers' innovative activity and to identify changes in the structure of relationships among its components depending on teaching experience.
The study was based on a questionnaire survey of 55 university teachers in science and engineering disciplines from Kazakhstan. The data were analyzed using descriptive statistics, correlation analysis, and multiple regression analysis with verification of the underlying statistical assumptions. The reliability of the developed questionnaire was assessed using Cronbach's alpha, demonstrating a high level of internal consistency (Cronbach's
α
= 0.85).
The regression analysis revealed that the inclusive component (
β
= 0.440,
p
< 0.001) and the institutional-resource component (
β
= 0.404,
p
= 0.013) were the most robust predictors of innovative activity. The results also demonstrated that the structure of significant predictors changes across different stages of teachers' professional development.
The proposed model conceptualizes innovative activity not as a set of isolated competencies or manifestations of innovative behavior, but as an integrative and dynamic system of interrelated components whose structure evolves throughout teachers' professional development. The findings suggest that professional experience is associated not with a linear increase in innovative activity, but with qualitative changes in the relationships among its components. The findings may be applied to the design of professional development programmes and institutional strategies aimed at fostering innovative activity among university teachers.
S. Karstina, S. Abildina, K. Nurgaliyeva et al.· Frontiers in Education· 0 citations
This study analyzes from a psychopedagogical and academic perspective the fundamental needs of modern early childhood education, focusing on the reconfiguration of the educator's professional identity as a vector of change. Premised on the idea that the evolution of current generations demands a definitive abandonment of professional comfort and traditional routines, the study explores the core pillars of the reflective teacher paradigm. It addresses the essential dimensions of didactic success: cultivating enthusiasm as an epistemic resource, the courage to implement methodological innovation, and the smart management of resistance to change. Aligned with European educational standards and grounded in the theoretical contributions of prominent Romanian academics (M. Bocoș, H. Catalano, I. Albulescu, A. F. Roman), the paper demonstrates that modern preschool didactics measures success not by classroom silence or rigidity, but by the level of authentic engagement and autonomy stimulated among children. The study advocates for a conscious and creative assumption of the modern educator's role, capable of opening new chapters in the praxis of early childhood education.
Mariana TIPEI VOIA· Journal Plus Education· 0 citations
The study examined an integrated learning model combining digital tools and creativity development training to enhance students’ professional competencies. The methodology combined theoretical analysis of international models with a pedagogical experiment conducted at diagnostic, formative, and control stages involving 236 undergraduate students in pedagogical specialties from Kyrgyzstan and Uzbekistan. Initial diagnostics showed comparable baseline levels of creativity and professional competence in experimental and control groups across cognitive, operational-activity, motivational, and creative components, indicating the need for targeted intervention. Implementation of the integrated model led to significant and stable improvements in the experimental groups at both formative and control stages, while the control groups demonstrated minimal change. The findings confirm that the integration of organizational-pedagogical, sociocultural, and digital-technological conditions within the university educational environment promotes the simultaneous development of creativity and professional competence. The proposed model combines cognitive, creative, and practical components through digital platforms, with practical recommendations including systematic idea-generation tasks, interdisciplinary activities, teamwork, and digital monitoring of student progress.
G. Zhutanova, A. Kaldybayeva, Jamilia Arzymatova et al.· The International Journal of...· 0 citations
Background: The educational transformation of the 21st century has shifted the role of teachers from mere transmitters of knowledge to facilitators of learning, character mentors, learning leaders, and agents of change. This shift demands a comprehensive conceptual understanding of the profile of modern teachers. Objective: This study aims to analyze the profile of modern teachers from an educational perspective by synthesizing the scientific literature. Method: This study used a qualitative approach, applying Qualitative Content Analysis to relevant scientific articles, books, regulations, and academic documents. The analysis was conducted through a process of coding, categorization, and thematic synthesis. Results: The study identified four major themes: the conceptual reconstruction of the teacher role, teacher characteristics and competencies, 21st-century educational challenges, and professional development strategies. The findings show that the profile of modern teachers is shaped by the integration of pedagogical, professional, social, personal, and leadership competencies, as well as 21st-century skills, specifically digital literacy, communication, creativity, collaboration, and adaptability. Conclusion: Teacher professionalism requires holistic, sustainable development to effectively respond to educational dynamics and meet the demands of 21st-century learning. Contribution: This study offers a conceptual framework that integrates various dimensions of the teacher profile as a foundation for policy development, teacher competency improvement programs, and future empirical research.
Vin Rafin· Southeast Asian Journal of G...· 0 citations
Aim
. To reveal the features of digital mentoring formats in the socially significant activities of future teachers.
Methodology
. The study employs conceptual approaches to the analysis of domestic and foreign models of student mentoring, concepts of the development of the university’s digital educational environment and approaches to modelling socially significant activities of higher education students based on traditional Russian values. The methods used include theoretical analysis, systematisation, content analysis, and pedagogical experiment.
Results
. Theoretical approaches are examined, and a model of digital mentoring in the socially significant activities of future teachers is updated. The model is structured along five components (target, content-related, technological, evaluative, and reflexive). A typology of mentoring formats is proposed (synchronous group mentoring, asynchronous individual mentoring, hybrid network mentoring, and project-oriented tutoring), along with criteria for evaluating their effectiveness across three parameters: knowledge, activity, and values. Through experimental work, the effectiveness of digital mentoring formats in the socially significant activities of future teachers has been proven, with hybrid network mentoring demonstrating a 57% increase in participant activity across the specified parameters.
Research implications
. This article enriches the theory of professional teacher education in the context of digital mentoring through socially significant activities at the university, thereby updating and improving modern educational methods. The practical significance lies in confirming the feasibility of implementing the results into the university educational process for the realisation of future teacher training programmes, educational work, youth policy, and the preparation of mentors within the digital environment of an educational organisation. Conclusions. The presented model of digital mentoring formats in the socially significant activities of future teachers has proven its practical relevance in mentor training.
J. Tsarapkina, I. A. Tutkova, Ya. A. Potapova· Moscow Pedagogical Journal· 0 citations