Introduction. This article is devoted to substantiating the problem of forming the foundations of value orientations of modern adolescents through involvement in the practice of mentoring. The work notes that adolescence is the most favorable period for the formation of a system of value orientations in line with which the building of its own architectonics of “goals-needs” takes place. Namely, the transmission of values occurs through the family, various communities, an educational organization, the state and other sources, the teenager chooses the most suitable for him.

Materials and methods. The material for the publication was programs in the system of general and additional education, scientific articles, pedagogical dictionaries and encyclopedias, model provisions on mentoring, provisions on mentoring, and the Federal State Educational Standard. The main research methods were the analysis of scientific and methodological literature, descriptive and distributive.

Results. One of the effective ways of forming value orientations in adolescents is to create in an educational organization such a polysubject environment that has an integrative potential. It is suggested that it is necessary to create such a space so that the teenager acts as a mentor in various activities.

Discussion. It is substantiated that as a result of the implementation of mentoring practices, experience and knowledge are transmitted; development of communication skills, communication and interaction; the formation of a sense of responsibility and awareness, self-discipline, self-organization and initiative.

Conclusion. It is concluded that adolescence is a critical period of age-related development associated with global transformations. The involvement of modern adolescents in the educational system through the developed program of mentoring activities for various categories (children, teachers, parents) “The world is open for you” contributes to socially positive self-expression and the formation of value orientations.

Value orientations are the result of a person's, a social group's awareness of the totality of the desired material and spiritual benefits, lifestyle, necessary moral standards and the choice of the most preferred ones;

The inclusion of adolescents in the practice of mentoring contributes to the formation of the foundations of value orientations aimed at creation, activity and self-development through the desire for socially significant activities.

1. Vorozheikina A.V. (2018), Pedagogicheskie usloviya formirovaniya innovacionno-orientirovannogo stilya professional'noj deyatel'nosti budushchih pedagogov [Pedagogical conditions for the formation of an innovation-oriented style of professional activity of future teachers], Vestnik Yuzhno-Ural'skogo gosudarstvennogo gumanitarno-pedagogicheskogo universiteta, 6. 78–88. (In Russian).

2. Dimukhametov R.S., Sokolova N.A., Kharlanova Ye.M, & Stolbova Ye.A, (2017), Nauchno-metodicheskoe soprovozhdenie Rossijskogo dvizheniya shkol'nikov v regione: problemy i perspektivy [Scientific and methodological support of the Russian movement of schoolchildren in the region: problems and prospects], TSITISE [Electronic], 4 (13), 28. ISSN 2409-7616. (In Russian).

3. Egorychev A.M. & Edr. Ivanov A.V. (2013), Dukhovno-nravstvennyye osnovaniya v razvitii cheloveka i obshchestva Russkogo mira [Spiritual and moral foundations in the development of man and society in the Russian world], Sbornik trudov uchastnikov Mezhdunarodnoy nauchno-prakticheskoy konferentsii “Social'naya pedagogika v duhovno-nravstvennom stanovlenii sovremennogo cheloveka” [A Collection of works of the participants of the International Scientific and Practical Conference “Social pedagogy in the spiritual and moral formation of a modern person”]. Moskovskiy gorodskoy pedagogicheskiy universitet, Moscow, pp. 12–23. (In Russian).

4. Mardakhaev L.V. (2017), Situaciya razvitiya vospitaniya nesovershennoletnego kak process [Situation of development of upbringing of a minor as a process], TSITISE [Electronic], 4 (13). 21. ISSN 2409-7616. (In Russian).

5. Prikhodchenko E.I. & Kuz'micheva A.S. (2017), Vospitanie kak cennostnaya orientaciya molodezhi [Education as a value orientation of youth]. Nauchno-metodicheskiy zhurnal “Vestnik professional'nogo obrazovaniya”, 2 (3), 77–83. (In Russian).

6. Stolbova E.A. (2015), Formirovanie osnov cennostnyh orientacij starshih podrostkov v usloviyah polisub"ektnoj sredy dopolnitel'nogo obrazovaniya (Dissertacija na soiskanie uchenoj stepeni kandidata pedagogicheskih nauk) [Formation of the foundations of the value orientations of older adolescents in the conditions of the polysubject environment of additional education s (Dissertation for the degree of candidate of pedagogical Sciences)], Moscow, 176 p. (In Russian).

7. Shlygin S.P. & Obishchenko A.V. (2020), Formirovanie cennostnyh orientacij sovremennoj rossijskoj molodezhi [Formation of value orientations of modern Russian youth], Aktual'nyye issledovaniya, 18 (21), 58–60. (In Russian).

8. Hirschi A. & Koen J. (2021), “Contemporary career orienta-tions and career self-management: A review and integration”, Journal of Vocational Behavior, vol. 126. DOI: 10.1016/j.jvb.2020.103505.

9. Kuger S. & Gille M. (2020), “The development of civil en-gagement in adolescents and young adults”, Zeitschrift fur Erziehungswissenschaft, vol. 23 (6), pp. 1103–1123. DOI: 10.1007/s11618-020-00978-2.

10. Schwarts S.H. & Sagiv I. (1995), “Identifying Culture Specif-ics in the Content and Structure of Values”, Journal of Cross-cultural Psychology, no. 1, pp. 92–116.

11. Ryazantsev I.P., Podlesnaya M.A. & Bogdan I.V. (2021), Universalizm tsennostey studencheskoy molodezhi i razvitiye rossiy-skogo obshchestva [The student youth’s universal values and the Russian society development], Vestnik Rossiyskogo universiteta druzhby narodov [RUDN Journal of Sociology], 21, 1, 97–109. DOI: 10.22363 / 2313-2272-2021-21-1-97-109. (In Russian).