Document Type : research paper
Authors
1
Professor, Department of Education, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
2
M.A. Student of Educational Administration, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
10.48310/tpd.2025.18814.1876
Abstract
Background and Objectives: E-mentoring, as an innovative approach to professional development and organizational learning, integrates technology with human interaction to enhance educational processes. Despite the growing body of research in this field, the existing literature suffers from conceptual fragmentation, and no comprehensive model has been proposed to explain the factors influencing e-mentoring in higher education institutions. Therefore, the aim of the present study is to design and explain a paradigmatic model of E-mentoring in higher education, emphasizing the integration of human skills and technology to achieve transformative learning. Methods: This study is applied in purpose and qualitative in nature, employing a meta-synthesis approach. The research corpus consisted of relevant studies published between 2004 and 2024. Following a systematic search and the application of inclusion and exclusion criteria, 12 studies were selected for final analysis. Data analysis was conducted through open, axial, and selective coding based on the Strauss and Corbin model. To enhance the credibility of the findings, peer review and reanalysis of the coding process were employed, resulting in an inter-coder agreement coefficient of 86.7%. Findings: A total of 60 initial codes and 7 core categories were identified. The findings indicated that e-mentoring is influenced by various factors, including technological infrastructure, planning and management, human relationships, skill empowerment, communication models, technological tools, and evaluation systems. These factors were organized within a paradigmatic model encompassing causal conditions, contextual conditions, intervening conditions, strategies, and outcomes. Conclusion: The results suggest that the success of e-mentoring in higher education requires simultaneous attention to technological and human dimensions, effective management, and continuous evaluation systems. The proposed model can serve as a foundation for policymaking, planning, and the design of e-mentoring systems in higher education institutions. higher education institutions
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