A PEDAGOGICAL MODEL FOR DEVELOPING PROFESSIONAL COMPETENCIES THROUGH MENTORING ACTIVITIES
Abstract
This article examines the role and significance of mentoring activities in developing students’ professional competencies in the modern higher education system on the basis of a pedagogical model. Considering mentoring as a soft bridge between theory and practice, the article systematically analyzes its four fundamental components: goal-oriented guidance, content-cognitive development, process-communicative support, and result-reflective evaluation, as well as its logical stages of development.
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