december 30, 2025

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Headings of Vestnik

November 2025, № 4 (248), pages 124-130

doi: 10.25198/1814-6457-248-124

Nevolina V.V., Ryndak V.G., Bakaev А.А. THE INTEGRATIVE ROLE OF MENTORING IN THE PROCESS OF INVOLVING STUDENTS IN RESEARCH ACTIVITIESIn the context of the transformation of the higher education system, focused on the formation of a competitive and independent specialist, the involvement of students in research activities is becoming a key task of higher education. However, this process is fraught with a number of systemic difficulties, such as fragmented knowledge, difficulties in self-formulation of scientific problems and their methodological support, as well as a crisis of professional identity at the initial stages of the scientific path. This article examines the integrative role of mentoring as an integral pedagogical phenomenon that can overcome these barriers and ensure a holistic and systematic student involvement in the research process. Based on the theoretical analysis, it is considered how mentoring performs integrative functions at various levels: epistemological, methodological, socio-psychological, and personal-semantic. At the epistemological level, the mentor acts as a guide, integrating disparate disciplinary knowledge into a single scientific picture of the world and helping the student identify relevant research problems. At the methodological level, the focus is shifting to the integration of theoretical knowledge with practical skills in designing and conducting research, and the formation of research competence. The socio-psychological aspect is revealed through the integration of the student into the scientific community, the assimilation of its norms, values and language. The personal-semantic level implies the integration of research activities into the system of personal values and professional orientations of the student, the formation of his identity as a future scientist or specialist. The work uses the concepts and theoretical constructions of leading Russian scientists in the field of pedagogy and psychology of higher education, such as A.A. Verbitsky, V.I. Zagvyazinsky, E.A. Shashenkova., M.I. Rozhkov, N.F. Talyzina and others. It is concluded that mentoring, being built as a dialogical, subject-to-subject process, is a central integrative mechanism that ensures the depth, sustainability and meaningfulness of students’ involvement in research activities, thereby contributing to solving strategic tasks of training scientific personnel in the Russian Federation. Key words: mentoring, students’ research activities, motivation, scientific communication, pedagogical research.

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About this article

Authors: Nevolina V.V., Ryndak V.G., Bakaev A.A.

Year: 2025

doi: 10.25198/1814-6457-248-124

Editor-in-chief

Sergey Aleksandrovich
MIROSHNIKOV

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