Hadi Nur
Student mentorship in scientific research plays a pivotal role in shaping the academic and professional identities of future scholars. This chapter presents a reflective analysis of the author’s experience as a mentor in scientific research, with a particular focus on integrating life-based learning (LBL) principles into chemistry mentorship practices. Through qualitative methods, including reflection, field notes, and surveys, the chapter examines the diverse training requirements of students and the challenges they face in research. The author’s mentorship philosophy emphasises the development of both technical skills (hard skills) and professional values such as ethics, creativity, and critical thinking. By incorporating LBL, students engage in real-life experiences that complement their academic learning, making the research process more relevant and practical. The chapter highlights the importance of interdisciplinary research, personalised mentorship, and the impact of a mentor’s approach in helping students navigate the complexities of academic life. It also discusses the challenges mentors face in environments with high student-to-faculty ratios and limited resources, which can hinder the quality of mentorship. The findings suggest that integrating LBL into mentorship can enhance students’ resilience, problem-solving abilities, and preparedness for future careers in science. The chapter concludes with recommendations for enhancing mentorship practices, including the use of interdisciplinary approaches, improved mentorship training, and the adoption of technologies to support the mentor-mentee relationship. This approach not only fosters academic success but also equips students with the skills and mindset needed to thrive in their professional lives. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.
Universitas Negeri Malang, Malang, Indonesia
