Document Type
Article
Publication Date
3-2025
Persistent Identifier
http://hdl.handle.net/10950/4819
Abstract
The increasing demand for skilled professionals in technical fields necessitates innovative educational approaches that integrate skill development with effective mentoring frameworks. This paper presents an autoethnographic analysis of skill transfer within workforce development environments, emphasizing a three-dimensional mentoring model encompassing cognitive, emotional, and behavioral mentoring dimensions. The study examines applications in command-line learning, gamified instruction, and safety training within virtual environments. The research highlights best practices in mentoring sustainability, the role of technology in reinforcing skill acquisition, and the ways in which learning-community engagement enhances workforce readiness. Additionally, this study integrates research on student engagement, community experiences, and retention strategies, demonstrating how mentoring supports long-term learner success.
Comments
For all papers published in AIRCC journals, the copyright of the paper is retained by the author under Creative Commons (CC) Attribution license (https://creativecommons.org/licenses/by/4.0/). This license authorizes unrestricted circulation and reproduction of the publication by anybody, as long as the original work is properly cited.