Keyword: «bigg’s model»

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.