Digital Mentoring Formats in Socially Significant Activities of Future Teachers

Aim. To reveal the features of digital mentoring formats in the socially significant activities of future teachers.

Methodology. The study employs conceptual approaches to the analysis of domestic and foreign models of student mentoring, concepts of the development of the university’s digital educational environment and approaches to modelling socially significant activities of higher education students based on traditional Russian values. The methods used include theoretical analysis, systematisation, content analysis, and pedagogical experiment.

Results. Theoretical approaches are examined, and a model of digital mentoring in the socially significant activities of future teachers is updated. The model is structured along five components (target, content-related, technological, evaluative, and reflexive). A typology of mentoring formats is proposed (synchronous group mentoring, asynchronous individual mentoring, hybrid network mentoring, and project-oriented tutoring), along with criteria for evaluating their effectiveness across three parameters: knowledge, activity, and values. Through experimental work, the effectiveness of digital mentoring formats in the socially significant activities of future teachers has been proven, with hybrid network mentoring demonstrating a 57% increase in participant activity across the specified parameters.

Research implications. This article enriches the theory of professional teacher education in the context of digital mentoring through socially significant activities at the university, thereby updating and improving modern educational methods. The practical significance lies in confirming the feasibility of implementing the results into the university educational process for the realisation of future teacher training programmes, educational work, youth policy, and the preparation of mentors within the digital environment of an educational organisation. Conclusions. The presented model of digital mentoring formats in the socially significant activities of future teachers has proven its practical relevance in mentor training.

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