TRAINING PEER MENTORS TO SUPPORT STUDENTS’ SOCIO-PEDAGOGICAL ADAPTATION: INTERNATIONAL EXPERIENCE AND METHODOLOGICAL FOUNDATIONS

Abstract

ABSTRACT This article analyzes international experience and the methodological foundations of specialized peer mentor training aimed at supporting students’ socio-pedagogical adaptation in higher education institutions. The study employs comparative pedagogical analysis and content analysis to examine three international methodological resources: the M2 Peer Mentoring Program: Training Manual, The Mentor Handbook: A Practical Guide for VET Teacher Training, and the Peer Mentoring Supplement to the Elements of Effective Practice for Mentoring. The sources were analyzed according to their objectives, target audiences, peer mentor training content, mentoring competencies, instructional methods, ethical boundaries within mentor–mentee relationships, and monitoring and evaluation tools. The findings demonstrate that approaches developed in international contexts should not be transferred directly to national higher education settings. Instead, they should be selected, reorganized, and methodologically adapted in accordance with students’ socio-pedagogical adaptation needs. The analysis also indicates that peer mentor training should address effective communication and active listening, socio-psychological support, advising and guidance, planning and organization, and reflection and evaluation. These areas provide the methodological foundations for a training program designed to prepare peer mentors capable of systematically supporting students’ adaptation to a new academic and social environment.