LOSHCHILOVA A., VINOKUROVA N. ACADEMIC MENTORSHIP AS A CONDITION FOR THE FORMATION OF ACADEMIC CULTURE AMONG SCIENTIFIC AND PEDAGOGICAL STAFF: THEORY AND PRACTICE. LIFELONG EDUCATION: The 21st Century.
2026. Vol. 14. No. 3. DOI: 10.15393/j5.art.2026.13089


Vol. 14. No. 3.

Lifelong learning in the modern world: the research and design methodology
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ACADEMIC MENTORSHIP AS A CONDITION FOR THE FORMATION OF ACADEMIC CULTURE AMONG SCIENTIFIC AND PEDAGOGICAL STAFF: THEORY AND PRACTICE

LOSHCHILOVA Anna A.
PhD in Pedagogical Sciences, Associate Professor, Associate Professor of the Department of General and Social Pedagogy
Minin University
(Nizhni Novgorod, Russian Federation)
annet_787@mail.ru
VINOKUROVA Natalya F.
Doctor of Pedagogical Sciences, Professor, Professor of the Department of Geography, Geography and Geoecology Education
Minin University
(Nizhny Novgorod, Russian Federation)
vinokurova_n_f@mail.ru
Keywords:
academic mentorship
academic culture
scientific and pedagogical staff
higher education system
functions of academic mentorship
cultural-worldview approach
continuing professional education program.		 Abstract: the relevance of the issue of academic mentorship for scientific and pedagogical staff is determined by the need to develop the country’s human resource potential, modernize contemporary higher education, and transform universities toward achieving academic leadership. Under these conditions, the formation of an academic culture among scientific and pedagogical staff in higher education institutions becomes crucial, as it serves as an important component in improving the quality of professional activities and reproducing the values of the scientific community. The aim of this study is to provide theoretical justification and develop practical tools for implementing academic mentorship as a condition for shaping the academic culture of scientific and pedagogical staff in higher education. Materials and methods. During the research, a set of methodological approaches was selected and effectively applied: cultural-worldview, transdisciplinary, axiological, systemic personal-development, and anthropological approaches, which define strategic guidelines for addressing the problem. The following research methods were used: theoretical analysis, generalization, systematization of philosophical, psychological, and pedagogical literature, and pedagogical design. Results. Based on an analysis of domestic and international studies, theoretical and methodological foundations of academic mentorship for scientific and pedagogical staff as a condition for forming academic culture were selected; the concepts of «academic culture» and «academic mentorship of scientific and pedagogical staff» were clarified; functions, value-based goal orientations, and the sequence of support for forming academic culture within the framework of academic mentorship were defined; a continuing professional education program for mentors was designed, and its specifics, principles, and key modules were outlined. Conclusion. The research materials are valuable for scientific and pedagogical workers, instructors in the continuing professional education system, graduate students, and undergraduates interested in issues related to academic mentorship.
Paper submitted on: 04/15/2026; Accepted on: 08/10/2026; Published online on: 09/26/2026.

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DOI: http://dx.doi.org/10.15393/j5.art.2026.13089