MASTERMIND SESSIONS AS AN INNOVATIVE FORMAT FOR COLLEGIAL SUPERVISION AND PROFESSIONAL DEVELOPMENT OF EDUCATORS IN HIGHER EDUCATION INSTITUTIONS

Abstract

This article analyzes the potential and structure of mastermind sessions as an innovative format for collegial supervision and professional self-improvement among educators in higher education institutions (HEIs). The relevance of this topic stems from the evident crisis of traditional, predominantly vertical, supervision models. These established approaches are often formalistic, control-oriented, and fail to adequately address contemporary challenges such as digitalization, increased demands for academic autonomy, and high rates of professional burnout. This frequently leads to «professional isolation», where educators are left to face complex pedagogical, scientific, and administrative challenges alone. The purpose of this paper is to provide a theoretical substantiation for mastermind technology, analyzing its principles and advantages in comparison to traditional forms of methodological work. Using methods of theoretical analysis, synthesis, and comparative modeling, the study defines the mastermind as a structured, confidential, and results-oriented form of group work. This model is fundamentally based on principles of horizontality (peer-to-peer), mutual trust, and shared accountability. The paper details the core operational methodology of the «Hot Seat» format, which facilitates a focused, solutions-oriented dialogue. The analysis demonstrates that this format constitutes a significant paradigm shift from «control-focused» supervision to «support-focused» collegial development. The article posits that the implementation of mastermind groups within HEIs can effectively address complex issues across the three key domains of an educator’s activity: research – overcoming publication stagnation and refining grant proposals; pedagogy – accelerating the adoption of innovative teaching methods (e.g., adapting to AI) and improving student engagement; organizational/psychological – providing critical support in managing administrative overload and preventing professional burnout. In conclusion, mastermind sessions represent a highly promising pedagogical technology that fosters