Keyword: «educational and mentoring activities»

The relevance of this study stems from the increasing importance of academic advisors (curators) in universities as key figures in supporting students not only academically but also in their personal development. Contemporary challenges – such as the digitalization of education, the age diversity of student cohorts, and the growing demand for individualized learning paths–require curators to rethink their role and approaches to student engagement. The aim of this article is to assess how well the methods of organizational and pedagogical work carried out by academic curators meet the expectations and needs of students across various years and fields of study. The study is based on a comprehensive methodological approach, including a survey of 673 full-time students, 12 semi-structured interviews with academic curators, expert assessments, and content analysis using theoretical categories (self-determination theory, learner-centered approach, career orientation theory, etc.). This mixed-method design provided a multifaceted view of both students’ perceptions of curatorial support and the professional practices of the curators themselves. Key findings indicate that students primarily see curators as sources of adaptation and academic information during the early years of study. However, in later years, students express a growing need for support in career planning and personal motivation. Interviews with curators highlighted the necessity for a flexible, age-sensitive model of guidance, as well as a lack of clear criteria for evaluating the effectiveness of their work. Additionally, some areas of extracurricular programming – especially those related to civic and moral education – were found to be less aligned with students' interests, indicating a need for more personalized and engaging formats. The theoretical significance of this article lies in expanding the academic understanding of curatorial work through an interdisciplinary lens. Its practical value is in providing recommendations for individualizing curatorial practices, increasing their effectiveness, and fostering student independence, responsibility, and active participation in the educational process. The findings can inform the development of advisory programs and broader youth engagement strategies in higher education institutions.