Tutoring support within the framework of individual educational trajectories at the university

This article discusses the conditions, contents, and assessment of the effectiveness of tutoring support as a relatively recent practice in Russian higher education, which was introduced in the process of implementing individualized learning pathways. The Center for Educational Analytics of University of Tyumen conducted a sociological survey, including a survey of first- and second-year undergraduate students (N = 1013), semi-structured interviews with university administrators (n = 20), and focus groups with both experienced and novice tutors (n = 2). According to the findings of the study, the majority of interviewees believed that the current educational system requires a professional support service for students. Approximately 60% of respondents agreed that interacting with a tutor could be beneficial, but only if the tutor's role was focused on designing an educational path or supporting professional development. To date, surveyed students who have worked with tutors have already seen some results in their general development: almost 40% reported that they improved their communication skills, and one out of four learned how to work in teams, set goals, and achieve them. Additionally, one out of five students learned how to select electives and develop skills in emotional self-regulation. However, during the survey, it was found that the majority of students were not well-informed about the activities of the Tutor Support Center. As a result, they were unable to evaluate the effectiveness of their tutoring assignments.