REDEFINING THE ROLE OF THE UNIVERSITY EDUCATOR: A SHIFT TOWARD MENTORSHIP IN COMPETENCY-BASED LEARNING ENVIRONMENTS
Abstract
As higher education shifts toward competency-based and experiential models, the traditional role of the university educator is being redefined. No longer solely a transmitter of knowledge, the educator is increasingly expected to serve as a mentor, coach, and facilitator. This thesis investigates how mentorship-based pedagogical models impact student engagement, critical thinking, and real-world readiness in higher education. Primary research was conducted through a structured survey of 100+ students at Webster University Tashkent and in-depth interviews with participants of the YouLP leadership development program organized by Mahorat and Management and Friedrich-Ebert-Stiftung Uzbekistan. Results show strong student preference for mentorship approaches, especially those involving personalized feedback, collaborative projects, and leadership reflection.
References
ADB. (2023). Uzbekistan Education Sector Assessment. Asian Development Bank.
Minerva Project. (2021). Active Learning and Global Education. Minerva Schools at KGI.
OECD. (2023). Skills Outlook 2023: Future-Ready Education. Paris: OECD Publishing.
Silander, P. (2022). Pedagogical Innovation in Finnish Universities of Applied Sciences. University of Oulu Press.
UzEdu. (2023). Annual Higher Education Performance Report. Ministry of Higher Education, Uzbekistan.
