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The Concept and Paradigm of Mentoring in Inclusive Higher Education in the Era of the New Technological Order
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(1) Moscow Polytechnic University
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Abstract
This paper develops a comprehensive conceptual framework for mentoring in inclusive higher education within the context of the emerging 22nd technological order. The study analyzes the historical evolution of mentoring as a form of knowledge transmission and examines its transformation in modern inclusive universities. Using historical, logical, and systematic methods, the article clarifies the definition, functions, and pedagogical tools of mentoring for students with disabilities. A comparative analysis of mentoring, tutoring, curation, and scientific supervision is conducted to identify their distinctive features in inclusive practice. The paper further proposes a paradigm of inclusive mentoring that integrates philosophy, ideology, organizational culture, and strategic policy. A four-level model for assessing the quality of inclusive mentoring is introduced, highlighting its relevance for educational outcomes, socialization, and career development of students with disabilities. The findings underscore the increasing importance of mentoring as a key pedagogical mechanism in the new technological era.
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