On December 19, the student space L.I.S. of Lviv Polytechnic National University hosted the final pitching session of participants in the mentoring and tutoring programs within the international PROMENT project. The event marked the conclusion of the second piloting phase, during which theoretical developments were integrated into the university environment and a comprehensive assessment of the effectiveness of the implemented approaches was conducted.

The event brought together program participants, representatives of the university administration, and specialists from the Tutoring and Mentoring Center. In a professional yet friendly atmosphere, participants presented the results of their work, shared experiences of interaction within the “mentor–mentee” and “tutor–tutee” pairs, and outlined key conclusions obtained during the piloting phase. Particular attention was paid to the practical aspects of supporting first-year students, building trust-based communication, and developing students’ learning autonomy. Vice-Rector for Academic Affairs and Student Potential Development Mykola Lohoida joined the discussion and noted the high level of participants’ preparation and the positive dynamics in the implementation of tutoring practices. According to him, the systematic deployment of mentoring and tutoring mechanisms is an important element of modernizing the educational process and improving the quality of the student experience. Head of the Tutoring and Mentoring Center Nataliia Bokla, together with the center’s team that provided methodological support, emphasized the need for further development of the institutional student support model and scaling of the solutions developed. The open pitching format made it possible not only to present results but also to hold a meaningful professional discussion. Participants discussed typical challenges of mentoring interaction, effective communication tools, ways to motivate first-year students, and mechanisms for early identification of adaptation difficulties. This exchange of practical insights demonstrated the formation of an active professional community of tutors and mentors within the university. A separate focus of the event was the demonstration of the applied value of the programs. The presentations showed that the implemented approaches contribute to increased student engagement, improved academic adaptation, and the development of self-organization skills. Participants also noted that regular support helps first-year students quickly integrate into the university environment and more confidently build their individual educational trajectories. The culmination of the event was the ceremonial awarding of certificates to participants of the mentoring and tutoring programs as official recognition of their professional growth and successful participation in the project. The recognition of participants underscores the significance of their contribution to the development of a mentoring culture at the university.

The final pitching session confirmed the consistent formation of a comprehensive mentoring and tutoring ecosystem oriented toward a student-centered approach, interpersonal support, and the development of soft skills alongside professional competencies. Such initiatives demonstrate the gradual transition of the university environment toward a more flexible and inclusive educational model, where partnership, mentoring, and practice-oriented learning play a crucial role.

The event was implemented within the framework of the EU Erasmus+ project Proment “Promoting Professional Education and Active Student Participation through the Establishment of a Comprehensive Mentoring and Tutoring System in Higher Education Institutions.”