Mentoring in the system of professional education in the context of digital transformation

the article considers mentoring in the system of professional education, which involves the guidance of experienced specialists (mentors) over novice teachers and students, in the context of digital transformation of education. The relevance of the study is due to the contradictions between the possibilities of digital technologies for expanding mentoring practices and the problems that arise (lack of personal interaction, risks of data leakage, digital inequality, etc.). The purpose of the work is to identify the impact of modern digital technologies (online platforms, distance learning systems, artificial intelligence tools, etc.) on the mentoring process and to develop practical recommendations for increasing its effectiveness in the digital age. To achieve this goal, an analysis of domestic and foreign literature of recent years was carried out, the experience of existing digital mentoring platforms (for example, "Mentors.pro") was studied, and an empirical study was carried out using surveys and interviews with participants in the mentoring process. The results show that digital technologies create new mentoring formats and tools (virtual interaction, personalized learning paths, asynchronous communication), while simultaneously generating a number of challenges (reduced emotional contact, the need to develop digital competencies, solving ethical issues of data use). The scientific novelty of the study lies in the comprehensive consideration of theoretical and practical aspects of digital mentoring and the use of original empirical data to substantiate the proposed strategies. The strategies proposed in the work (hybrid mentoring models, digital literacy training, the introduction of ethical standards and continuous monitoring of programs) can be used in the practice of professional.

mentoring, digital technologies, vocational education, virtual mentoring, digital transformation of education, continuous education