REDEFINING THE ROLE OF THE UNIVERSITY EDUCATOR: A SHIFT TOWARD MENTORSHIP IN COMPETENCY-BASED LEARNING ENVIRONMENTS

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.