THE FORMATION AND DEVELOPMENT HISTORY OF MENTORSHIP AS A SOCIO-PEDAGOGICAL PHENOMENON: A HISTORICAL AND ANALYTICAL APPROACH

Abstract

This article examines the formation and historical development of mentorship as a socio-pedagogical phenomenon through a historical-analytical approach. The purpose of the study is to identify the historical roots, conceptual evolution, and role and functions of mentorship in the modern education system. The research employs historical-source analysis, comparative-analytical method, content analysis, systematization, generalization, pedagogical observation, interviews, and expert assessment. The findings show that mentorship developed on the basis of the master–apprentice tradition and that the moral and educational ideas found in the legacy of Eastern thinkers are conceptually consistent with modern principles of mentorship. Empirical analysis confirms that mentorship has a positive impact on professional adaptation, educational effectiveness, psychological support, and personal motivation. At the same time, lack of time and insufficient methodological support were identified as the main challenges. The study concludes that mentorship should be improved institutionally, methodologically, and digitally.