CORPORATE TRAINING OF MENTORS IN THE DIGITAL REALITY: A SYSTEMIC APPROACH

Abstract

Digitalization, which has permeated all spheres of life, is shaping the development of the education system, placing new demands on mentor teachers: they must be proficient in digital tools, able to build interactions in remote and hybrid environments, and support students using modern technologies. In this regard, corporate training aimed at comprehensively preparing them is particularly important. However, an analysis of current practice reveals a number of contradictions: digital technologies, intended to become an integral element of the educational process, are only partially utilized by teachers, and corporate mentor training itself requires an updated tool and technological base both for teachers to master new work formats and for their subsequent professional work. This article aims to systematize problem areas and identify promising areas for the development of corporate mentor training based on a comparative analysis of digital tools and technologies used in mentoring. The methodological basis consists of a systems approach, allowing for the consideration of corporate training as a holistic structure, and a comparative analysis method, enabling the comparison of various types of digital tools. The study identified and systematized the key contradictions in current mentor training practices. A comparative analysis of digital tools revealed the potential and limitations of their application in mentoring activities, and substantiated the principles of a systematic approach to corporate training. A system of educational and methodological support for developing mentor readiness was proposed, including a problem-based, modular online course and a practice-oriented set of assignments and case studies. The systematic nature of this educational and methodological support helps overcome the fragmentation of existing practices and ensure the continuous professional development of mentor teachers.