The completion of international educational projects is always more than a formal closing. It is a moment to reflect on the path taken, assess the results achieved, and at the same time shape new development priorities. This is exactly what the Erasmus+ PROMENT project gala conference became. It was organized on January 26–30, 2026, by the teams of Dnipro University of Technology and Lviv Polytechnic National University. The event marked the culmination of three years of systematic work by the international consortium aimed at implementing modern mentoring models in higher education.

The preparatory phase of the conference began with a Steering Committee meeting that set a strategic tone for all subsequent activities. Participants went beyond formal reporting and focused on an in-depth analysis of the achievements and challenges that accompanied the implementation of PROMENT. At the center of the discussion was the sustainability of results: how to ensure that the developed mentoring models continue to function after the end of project funding and how to integrate them into the long-term strategies of universities. The final gala conference was held in a hybrid format that has already become a new standard of international academic cooperation. Partners from Ukraine, Georgia, and Poland met in person in Lviv, while a broader audience joined online. This approach not only expanded the geographical reach of participants but also made the discussion more inclusive and open. Importantly, the hybrid format enabled the rapid dissemination of the project results within the professional community, ensuring wide visibility of PROMENT outcomes. The high level of the event was confirmed by the participation of representatives of the Ministry of Education and Science of Ukraine, the National Erasmus+ Office in Ukraine, and the Institute of Higher Education of the NAES of Ukraine. Their presence demonstrated that the project results are significant not only for individual universities but also for the development of national higher education policy. Participants repeatedly emphasized that mentoring is now viewed as one of the key tools for improving the quality of the educational process and supporting student success.

Participating universities presented the results of piloting activities covering various levels and formats of mentoring and tutoring. These included the establishment of institutional mentoring systems in universities of Ukraine and Georgia, the launch of tutoring support programs for first-year students, the development of startup mentoring to support student entrepreneurial initiatives, and the integration of approaches related to the European Green Deal. The presented cases clearly demonstrated the practical value of the project: universities shared not only successes but also concrete tools already functioning in real educational environments. A separate block of discussions focused on the digital transformation of mentoring. Participants noted that modern digital platforms make mentoring programs more flexible, accessible, and personalized. At the same time, it was emphasized that technology should remain a tool rather than an end in itself: the quality of human interaction between mentor and student continues to play the decisive role. In this context, considerable attention was paid to mentor training, the development of their communication competencies, and the formation of a mentoring and tutoring culture within universities. Another important discussion topic was cross-sectoral cooperation. Representatives of academia, business, and the civic sector explored ways to combine efforts to create more effective professional development pathways for students. It was noted that involving employers in mentoring programs enables education systems to respond more quickly to labor market changes and to develop practically relevant competencies in students. This approach is gradually transforming the very philosophy of university education — from knowledge transmission to supporting individualized educational and career pathways. Despite significant achievements, participants did not avoid addressing existing challenges. Discussions covered the institutionalization of mentoring, the need for sustainable funding, the importance of regulatory support, and the motivation of faculty and mentors. This openness became a clear indicator of the professional maturity of the PROMENT community, which is ready not only to showcase success but also to systematically improve its approaches. In their concluding remarks, the organizers delivered a clear message: PROMENT is завершing as a project but continuing as a community of practice. Over three years, the partners succeeded in building a stable cooperation network, testing effective mentoring models, and creating a methodological and organizational foundation for their further scaling. Today, this continuity of results is seen as the key indicator of the initiative’s success.

The gala conference became not a final full stop but a symbolic transition to a new stage of development. Ahead lies the deepening of partnerships, the expansion of mentoring programs, and the further integration of European practices into Ukraine’s higher education system. The PROMENT experience convincingly demonstrated that when universities unite around a shared goal and international cooperation is supported by systematic work, educational innovations gain real and lasting impact.