The Role of Mentoring in the Development of Creative Abilities of Students: A Historical Aspect

Abstract

Aim . To reveal the importance of mentoring as a resource for developing the creative abilities of students in educational organisations based on the principles of historicism and social determinism. Methodology . The study’s methodological framework was based on the key tenets of systemic, cultural, axiological, existential, and activity-based approaches. The combination of these approaches provides a productive foundation for understanding the importance of mentoring in developing students’ creative abilities at various stages of societal development. The study utilised methods of studying scientific literature and databases (content analysis, synthesis, induction, deduction, comparison, generalization, systematisation, and periodisation) and empirical methods (systemic analysis of students’ and mentors’ activities in the educational process). Results . Mentoring, having undergone significant historical transformations, is now widespread at all levels of education. However, its potential for developing students' creative abilities remains under-studied and underutilised. Educational institutions at various levels have historically developed mentoring subsystems such as “teacher-student”, “student-student”, “teacher-teacher”, and “employer-student”, each of which offers significant potential for developing students' creative competencies. Existentially oriented mentoring helps mentees overcome creative crises, fear, and self-doubt, which are constant companions of creative activity, develop communication skills, teamwork, manage their time effectively, and present the results of their creative work. Research implications . The theoretical conclusions and generalisations obtained in the study open promising opportunities for developing a comprehensive concept for mentoring as a tool for developing students’ creative potential at all levels of education. The practical significance of the presented results lies in their use in designing and improving mentoring programs aimed at developing the creative abilities of children and adolescents, as well as in developing individual work plans for gifted students at all levels of education. Conclusions . The integration of mentoring into the educational process at all levels, considering positive historical experience and adapting it to contemporary sociocultural realities, has proven effective in developing students’ creative abilities. This, in turn, stimulates innovative economic development, fosters the cultural identity of younger generations, and ensures social cohesion based on traditional spiritual and moral values.