Factor Analysis of the Application of Mentoring Technology in the Training of Students Majoring in Creative Specialties

Aim. To substantiate and present the internal and external factors of the application of mentoring technology as a resource for personal and professional growth of students in the educational process of the college of creative industries.

Methodology. The study’s methodological framework was based on the key principles of systemic, activity-based, synergetic, student-centered, and competency-based approaches. Their combination creates a productive foundation for identifying the internal and external factors that contribute to the effective application of mentoring technology to enhance the personal and professional development of students majoring in creative fields. The study utilized methods of studying scientific literature and databases (content analysis, synthesis, induction, deduction, comparison, generalization, and systematization); predictive methods (design and schematization); and empirical methods (systematic analysis of student and mentor activities within the technical school educational process).

Results. An analysis of the current sociocultural situation, scientific literature on the theory of professional education, and a study of the educational practices of students in creative fields reveal that the application of mentoring technology is determined by the actualization of internal and external factors, grouped around the semantic fields of “personality”, “educational process”, and “production”. Internal factors, related to the student’s personality, include the need for emotional support and advice from an experienced professional, the need to apply knowledge in practice, realize creativity, and develop a professional identity. External factors, correlated with the mentor’s personality and the mentoring technology itself, include the mentor’s needs for professional self-realization, the transmission of professional experience and values, the application of a creative approach to professional activity, the creative industry's need for innovation and a new perspective on everyday routine operations, and others.

Research implications. Identifying the internal and external factors of mentoring in the educational process at a technical college advances knowledge in the study of the sociocultural potential of secondary vocational education institutions in terms of improving the quality of education for students majoring in creative fields. The theoretical conclusions and generalizations obtained in the study provide a foundation for further exploration of effective ways to convey professional experience, professional values, and the development of professionally significant personal qualities to students and young professionals. The practical significance of the results presented lies in their use in designing and improving mentoring programs, as well as individual work plans for students majoring in creative fields at the college of creative industries.

Conclusions. Mentoring offers significant, yet underutilized, potential for the personal and professional development of students majoring in the creative arts. Mentoring not only facilitates the transfer of professional knowledge and skill development but also plays a key role in developing students' personal qualities, their adaptation to the professional environment, and increases their competitiveness in the labor market. During the preparation of students majoring in the creative arts, mentoring takes on specific characteristics determined by internal and external factors. A mentor’s pedagogical competencies include helping students overcome the fear of failure and self-doubt that often accompany creative work; developing their individuality and creativity; teaching them to accept criticism constructively; and developing communication skills and self-discipline. Working with students majoring in the creative arts requires striking a balance between creative freedom and the demands of the educational process.

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