Natalya V. Kovtyn

The topic of the article is defined by high social demand for mentoring in Higher Education. Mentoring models make it possible to create favorable conditions for achieving high results in the field of education in the form of developing relevant professional competences in students. The article examines the methodological foundations and contemporary approaches to modelling mentoring technologies in the educational process with an example of using one of the approaches in mentoring foreign students at a Russian university. An analysis of both domestic and international literature reveals L.S. Vygotsky's concept of the «zone of proximal development» as a scientific origin for modern mentoring technologies. The paper discusses three key models: «scaffolding» as a modern variant combining sociocultural theory of development and Vygotsky's concept, which involves dynamic adjustment of support levels in teaching based on the current needs of learners; Biggs' model, which outlines the stages of presage, process, and product; and the GROW model, focused on personal growth and goal-setting, encompassing stages of self-analysis, understanding current reality, generating alternatives, and choosing a way forward. Each model emphasizes the importance of active mentor participation and the adaptation of approaches based on learners' needs for effective acquisition of knowledge and skills. It is noted that there is a mutual intensification of self-realization processes for both mentees and mentors. Scaffolding of the development of foreign students’ creative potential has been examined within the framework of the practical part of the research. Mentoring models allow creating favourable conditions for achieving high indicators in the field of education, namely, the formation of professional competence. The high personal development potential of mentoring allows analysing the optimal conditions for self-realization of students in educational and cognitive activities. Mentoring technologies involve providing high-quality pedagogical support to students in modern conditions. Integrating mentoring technologies into the educational process through the use of Vygotsky's concept and the scaffolding, Biggs, and GROW models not only methodologically improves the educational process but also promotes the development of critical thinking, independence, and confidence among learners, which has long-term positive effects on their personal and professional development.

In the context of growing global competition, there is an urgent need to train entrepreneurs capable of independent activity. The Third Generation Universities pay serious attention to students’ entrepreneurial competences formation and development regardless of their major. The purpose of the study is to analyze the formation of students’ entrepreneurial competences in the process of career-guidance project development and to find out their attitude towards entrepreneurship. The study is based on the project methodological approach. The research methods applied are theoretical analysis, generalization and systematization of scientific findings of foreign and Russian authors in the field of project work and entrepreneurial competences. The empirical base of the study includes the results of a group career-guidance project-based work of the students of Ryazan State University named after S. A. Yesenin majoring in tourism (43.03.02), as well as overt observation, online survey, reflexive narrative essays. The results of the study confirm students’ significant interest in entrepreneurship and entrepreneurial competences development. The data received show students’ active intention to acquire and develop entrepreneurial competences, readiness for creative work, desire to create real commercial products in order to increase the attractiveness of the university for domestic and foreign students. The scientific novelty of the study lies in the identification of students’ attitude towards entrepreneurial competences while working on career-guidance project and analysis of their entrepreneurial potential. The practical significance lies in the possibility of using the obtained data to develop entrepreneurial competences of students majoring in various fields at the university. In the process of career-guided project development students majoring in tourism acquire entrepreneurial competences, implement their creativity, practice teamwork and time management. As a trend for further research, preparation of projects scientific supervisors is to be scientifically substantiated. Their task is to specify the aims and objectives of the projects, to consult the students leaving it up to them to lead the projects.