DIGITAL CULTURE OF STUDENT–MENTOR COMMUNICATION DURING PROFESSIONAL PRACTICE

Abstract

This article analyzes the changing role of mentors during professional practice in the context of digital transformation. Organizing practice in a digital environment defines new responsibilities for mentors: providing online support, coordinating through digital platforms, and remotely monitoring and assessing students’ professional skills. The study describes the interdisciplinary nature of the mentor’s pedagogical, psychological, and information-technology competencies and proposes digital models for the effective management of professional practice.