This article investigates the integration of the traditional mentor–apprentice (ustoz–shogird) paradigm into contemporary educational practices to enhance learners’ self-assessment and reflective capabilities. Rooted in historical Eastern pedagogical systems, the mentor–apprentice tradition emphasizes close, personalized guidance that fosters knowledge acquisition, skill development, and moral formation. The study critically analyzes how these traditional principles can be applied in modern educational contexts to cultivate metacognition, self-regulated learning, and autonomous critical thinking. Drawing on empirical research and theoretical perspectives, the article explores mechanisms through which reflective practices—nurtured via structured mentor interactions—enhance personal and professional growth. Furthermore, it demonstrates how the synthesis of traditional mentorship and innovative pedagogical strategies can create environments conducive to continuous self-evaluation, learner agency, and reflective decision-making. The study concludes with practical implications for educators, curriculum designers, and educational policymakers, suggesting structured frameworks for implementing reflective mentorship programs across diverse learning environments.

Mentor–apprentice tradition, self-assessment, reflection

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