Akademik Veri Yönetim Sistemi
ITALIAN JOURNAL OF SOCIOLOGY OF EDUCATION (Padova University Press), cilt.14, sa.3, ss.103-130, 2022 (Scopus)
Mentoring aims toward developmental outcomes for the mentee through quality interactions and learning relationships with more experienced mentors; mentoring in nonformal digital learning settings is now a prominent issue, especially in increasingly artificially intelligent societies (AIS). Yet, such practices are developing, especially in social sciences. This study aims to synthesize some of the insights of mentoring by including social sciences and digital education aspects and discussing their utilization to enhance the impact of the social sciences in the era of digitalization. The research employs qualitative methods such as content analysis of the relevant literature and cases in interdisciplinary sciences. Mentoring learning in the social sciences, for example, is to ensure that the contexts of mentoring can work effectively; close the gaps in mentor-learning practices; assess and enhance the quality of the mentoring interactions and of the areas for mentoring education through digital platforms and technologies. Insights covered in this paper may foster the explorations and furthering practices of mentoring and its education not only in specific disciplines such as sociological studies of sports or media but also in the other, interdisciplinary and STEM disciplines and their fields. Moreover, in providing quality and impactful interactions with the learners in diverse settings for overall gains and developments; some background knowledge here regarding the use of digital educational platforms and tools may ease the process toward better managed AIS. This paper may contribute to some of the main developmental efforts on enhancing the research, policy, and practice regarding specialized mentorship programs; on digital education by (social) science practitioners, workers, educators, leaders, and trainers whose mentoring extend beyond formal and traditional learning.