Without the support and development of real-life communication between the participants of the educational process, without the use of the spoken word in teaching and educating new generations, without relying on the traditional, rooted in the depth of millennia, institution of mentoring, it is very difficult to effectively solve the daunting tasks of education that face the society, the state, the individual in the rapidly changing post-industrial information society of knowledge of the coronavirus pandemic era.

Improving the efficiency of the educational process in the context of the implementation of the National Project “Education”, in the era of the introduction of information technologies and electronic learning tools into the learning process, is becoming an increasingly urgent task for teachers, heads of educational organizations, and education authorities. The authors of the article believe that one of the tools capable of solving such a problem is the implementation in educational organizations of the model of reverse mentoring, as one of the modern and relevant. Compliance with a number of organizational conditions, which are described in this article, will make this process the most technologically advanced.

The article presents a model of professional improvement of teachers of additional education for children, built based on the interaction of methodological work and additional education and PC (advanced training).

Considering the historical aspect of vocational and pedagogical education in the context of training in the working profession of students, the direct relationship of the master (mentor) with the system of industrial training is traced. The study of mentoring issues is reflected in the works of S. Y. Batyshev, G. K. Selevko, V. A. Skakun, M. N. Skatkin, N. M. Talanchuk, etc., where professional training is considered from the standpoint of methodological foundations in production conditions. In the article, the greatest attention is directed to the consideration of issues related to the principles of the organization of industrial training in the system of vocational pedagogical education, scientifically and methodologically grounded in the research of G. M. Romantsev and his scientific school. Each principle is described from the perspective of mentoring activities, which became the basis for the development of components of a descriptive model for the training of a master mentor in a working profession.

The article presents practical formats for interaction with children and adolescents in the digital environment. The essence of the new digital application for Youth Army members is revealed, attention is drawn to the strengths and weaknesses of communication in the digital space.

The article is devoted to the practical experience of working on patriotic education with teenagers of the Unarmia movement in a specially created mobile application. The article considers an example of the interaction of children and adolescents with each other in the network under emerging communication conditions.

One of the main tasks of a higher educational institution is to work with young teachers beginning their pedagogical activity. This work consists in helping a mentor to a novice teacher to adapt to a new activity, develop new skills, competencies and proficiencies, form the necessary qualities, and increase the effectiveness of the teacher. Therefore, the article considers the role of a teacher-mentor carried out on the example of a military institute. The tasks of the teacher-mentor, the specifics of the appointment and activity are described.

The article analyzes the development of mentoring in Russia. Mentoring is considered in the system of technological division of labor as a special practice that is the bearer of activity knowledge (as opposed to subject knowledge, the bearer of which is the teacher). The article reveals the development of mentoring practices on the example of the implemented and existing practices “Mentoring Academy” Skolkovo, “Women: School of Mentoring” of the Ministry of Education and Science, mentoring in Accelerators, Fablabs, etc. The competence profile of a mentor is characterized. The results of the study are given: with what projects and for what help students turn to mentors. On the example of the analysis of the implementation of the project “Women: Mentoring School”, the projects developed and implemented by mentors and mentors are characterized. The results of the study are significant for the development of the theory of professional activity, in which a new concept appears — “mentoring” as a type of special professional activity. The applied value of the results obtained is reflected in the search for a mentor’s competence profile and the development of professional standards for mentors.