Mentoring, as an effective strategy for professional development, establishes a supportive relationship between a mentor and a mentee, providing a foundation for the transfer of knowledge, skills, and professional values. However, studies indicate that However, mentoring remains underutilized in Farhangian University's educational programs. Concurrently, digital transformations are significantly impacting this process. Therefore, the present qualitative study was conducted with the aim of redefining mentoring at Farhangian University in light of digital transformation. Data were collected through semi-structured interviews with 14 faculty members and student teachers who had mentoring experience and were analyzed using thematic analysis. The research findings led to the identification of six overarching themes: transformation in the role and identity of the mentor, changes in the mentor–mentee communication and interaction process, the impact of technology on the quality and effectiveness of mentoring, adapting mentoring to the digital generation, structural and cultural challenges of mentoring in the digital era, and redefining the concept of mentoring in the digital age. The results indicated that digital transformation has transitioned mentoring from an individual and hierarchical relationship into a networked, multi-level, and technology-mediated process. In this context, the mentor is no longer the sole source of knowledge transfer, but rather a pivotal node connecting the mentee to broader resources. Furthermore, emerging technologies, particularly artificial intelligence, while enhancing the personalization and efficiency of mentoring, also introduce challenges such as reduced human interaction, ethical concerns, and privacy issues, thereby highlighting the necessity of preserving the human role in the decision-making process.