Keyword: «mentoring»

The article is devoted to the problem of human capital development in the system of higher education by means of mentoring activities as one of the components of the competitiveness of a modern university. The relevance of the study stems from the fact that the majority of school graduates focused on university admission, which led to an imbalance, but currently the opposite process is taking place, as many school graduates choose colleges, which leads to a reduction in the number of applicants entering universities. This situation increases competition between universities, the effectiveness of which depends on human capital, and mentoring is one of its development factors. The aim of the article is to consider the impact of mentoring on the development of human capital as a condition for increasing the competitiveness of universities. In accordance with this goal, the main elements are identified and approaches to the content of the «mentoring» and «human capital» concepts are analyzed. In addition, the authors’ original definition of these concepts is proposed in relation to the activities of a university teacher. The authors found out that mentoring also contributes to the formation of communicative personal traits, teamwork skills, professional development and instills need for self-improvement. Based on a systemic activity-oriented, person centred approaches, the authors formulate such didactic conditions for the development of the human potential of a university teacher as: creating an innovative environment of an educational organization that promotes systematic professional development; designing individual programs for professional and personal growth; active participation in mentoring activities; increasing motivation for personal self-development. The identified conditions contribute to the resource development of the teachers’ professional development system in the course of their main professional and mentoring activities. An adapted evaluation table of the teacher's competitiveness (A. R. Bayanova et al.) is presented; the results of the survey are based on an adapted questionnaire developed by A. R. Masalimova and I.I. Irismetova. The authors underline the need to take into account changes and challenges in the process of developing the human capital of scientific and pedagogical personnel of universities, the importance of improving mentoring at universities in the design and implementation of strategic goals of educational institutions.

The article presents the results of the analysis of the role and social significance of the profession of «teacher-defectologist», assesses the demand for specialists in this profile in the context of the growing number of children with disabilities and the continuing personnel shortage in this area. The data on the potential of universities in the Krasnodar Territory, including the Faculty of Psychology, Pedagogy and Communication Studies of KubSU, for the graduation of specialists in the program «Special (defectological) education» are summarized. The features and structure of the professional motivation of a teacher-defectologist are analyzed. The key tools for the development of the status motivation of a teacher-defectologist at different stages of professionalization, including university education and professional activity, are identified and analyzed.

The article addresses the pressing issue of supporting the professional self-determination of young specialists in the field of music education. In the context of the evolving requirements for modern educators and the challenges that arise during the initial stages of teaching, the support provided to aspiring teachers in children's music and art schools is particularly significant. The article examines the conditions for the effective organization of this support process through the implementation of a virtual mentoring model, which involves identifying personal strengths, individual needs, developing a personalized educational trajectory with phased event planning, the use of various interaction forms, and the application of diagnostic methods to assess progress. The article also aims to identify a range of advantages and limitations of virtual mentoring compared to traditional mentoring, as well as to substantiate the prospects for its use in the innovative development of methodological and educational practice in general. The results of the experimental work showed a significant change in the performance and effectiveness of the instructional efforts of young educators, increased involvement of their students in the educational process, and the growing authority of young professionals among students, their parents, and colleagues. In addition, the majority of focus group participants expanded the range of their professional skills and types of professional activity. The theoretical significance of the article lies in the fact that the conducted research expands scientific understanding of the conditions for implementing virtual mentoring in music education, taking into account innovative approaches. The practical significance is confirmed by the empirical research base obtained during the analysis of the effectiveness of implementing the virtual mentoring model for young specialists in music education, which yielded the following results: the specifics of virtual mentoring were determined, a set of tools and conditions were identified, and potential types of activities were outlined that would make the interaction between the mentor and the young specialist in music education effective and productive. This successful experience of virtual mentoring expands the potentials of methodological and educational activities of teachers and offers the prospect of seeking new forms of interaction, not only within the framework of mentoring but also in working with students, pupils, and colleagues.

The relevance of the study is determined by the need to develop research competences in students, which become crucial in the context of the modern knowledge economy and digital transformation of society. Project-based learning is recognized as one of the most effective methods for developing such competences; however, its success directly depends on the quality of pedagogical support. In this regard, mentoring acts as a system-forming element that ensures the targeted development of students' research potential through individual support, transfer of experience, and organization of reflection. The aim of the article is to theoretically substantiate and practically demonstrate the role of a multi-level mentoring system in developing students' research competence in the context of project-based activities. The leading research approach is the system-activity approach, complemented by the concept of a level-based model of mentoring (mentor, tutor, coach, facilitator) and the competency-based approach. The methodological basis consists of an analysis of domestic and foreign scientific literature, generalization of pedagogical experience, and a description of the empirical implementation of the mentoring system at the Center "House of Scientific Collaboration named after S.V. Ilyushin" of Vologda State University. The main results of the article include: 1) theoretical substantiation of a mentoring model as a complex pedagogical system adaptable to the stages of developing research competence; 2) characterization of the structural components of research competence (motivational-axiological, cognitive, activity-based, reflective) and ways of their development through mentoring; 3) description of practical mechanisms for integrating mentoring into project-based activities (hackathons, project sessions, All-Russian Educational Initiative «Sirius Summer: Start Your Project»), illustrated with specific cases; 4) presentation of a system of methods and tools used by mentors to develop students' research skills. The theoretical significance of the work lies in systematization of modern approaches to mentoring and clarifying its role in developing research competence. The practical significance is determined by the presentation of tested formats and technologies of mentoring activity that can be implemented in general, additional, and higher education institutions to improve the efficiency of project-based work and prepare competitive personnel.

The article addresses the current problem of the relationship between the psychological well-being and academic motivation of students in the context of modern transformational processes in the higher education system. The relevance of the study is determined by the increasing stress factors associated with digitalization, the commercialization of education, and changes in educational work. The purpose of the work is a theoretical analysis of the structural components of psychological well-being and their influence on the types and sustainability of learning motivation. Based on the analysis of scientific literature, it is proven that intrinsic motivation, related to interest in cognitive activity and personal development, is a key factor in psychological well-being. Extrinsic motivation, on the contrary, can contribute to increased anxiety and emotional burnout. Special attention is paid to the role of mentoring and the educational environment of the university as a resource for maintaining a balance between academic requirements and students' personal well-being. The obtained conclusions have practical significance for the development of psychological and pedagogical student support programs aimed at forming sustainable motivation and preventing maladaptation.