Home – Home – Jornals – "Philosophy of Education" 2026 number 2

Introduction. This article examines the issue of professional adaptation among newly commissioned officers in the context of the ongoing modernization of the Armed Forces of the Russian Federation. The relevance of this study stems from the need to improve mechanisms for the professional development of young officers in the rapidly changing environment of military service. The object of the study is the mentorship system as a key tool for training officer personnel. Methodology. The study is based on a comprehensive analysis of the theoretical foundations of the military-pedagogical process and the specifics of the “mentor-mentee” relationship. The study employs methods of systems analysis, pedagogical observation, generalization of mentoring experience, and legal analysis. Particular attention is paid to the study of current regulatory documents and the practical aspects of mentoring. Discussion. This study examines key aspects of the military-educational process, including its specific characteristics and the role of the mentor. The main functions of mentoring: educational, formative, adaptive, value-oriented, and motivational - have been identified and analyzed. Modern regulatory documents governing mentoring activities in the Armed Forces of the Russian Federation, as well as existing practices for working with young military personnel, were examined. An analysis of the effectiveness of various mentoring models was conducted. Conclusion. The research results confirm the high effectiveness of the mentoring system in ensuring high-quality professional training for officer personnel. The practical significance of this work lies in identifying the mechanisms of mentoring activities in the context of military service, taking into account modern requirements, reducing the time required to integrate young officers, and deploying them to areas where combat and special missions are carried out. The approaches applied in the Armed Forces of the Russian Federation contribute to shortening the adaptation and development period for graduates of military educational institutions and improving the quality of their professional training. The study makes a significant contribution to the development of the theory and practice of the military-pedagogical process, proposing specific ways to optimize the mentoring system in military organizations.