Hitler Giovanni Ocupa-Cabrera*
Monica Elisa Meneses-La-Riva
Víctor Hugo Fernández-Bedoya*
Josefina Amanda Suyo-Vega
- Grupo de Investigación “Educación Virtual”, Universidad César Vallejo, Lima, Peru
Introduction: This systematic review explores the relationship between University Social Responsibility (USR) and mentoring programs within higher education institutions. The study aimed to identify how mentoring contributes to the development of ethical, civic, and social competencies aligned with USR principles.
Methods: A total of 15 scientific articles were selected based on inclusion criteria from databases including SciELO, Scopus, Web of Science, and EBSCO. The selected studies employed various methodologies: literature reviews (6), qualitative (5), quantitative (3), and mixed-methods (1).
Results: Findings revealed that while USR is increasingly acknowledged as a strategic and ethical imperative, it often remains fragmented and limited to extracurricular initiatives. Mentoring was identified as a key strategy to integrate USR values, promoting student development, institutional engagement, and social transformation. However, challenges such as curricular disconnects, limited institutional support, and insufficient impact assessment mechanisms were noted.
Discussion: The review highlights the need to institutionalize USR through policy, curricular reform, and participatory methodologies. It concludes that mentoring, when aligned with USR, enhances student formation and supports universities’ contributions to the Sustainable Development Goals. Future research should further explore this integration to strengthen the social mission of higher education.
1 Introduction
University Social Responsibility (USR) has emerged as a fundamental ethical and moral principle in higher education. Through the implementation of mentoring programs, it aims to achieve the Sustainable Development Goals (SDGS) and contribute to reducing social inequalities concerning quality education and social inclusion (Bernárdez-Gómez et al., 2024). Its importance is underscored by the commitment of countries to achieve the SDGS, striving to ensure inclusive and equitable education for all (United Nations, 2015). Additionally, this initiative seeks to positively address global social, environmental, and economic challenges by involving all social actors (Vallaeys, 2021), aiming for better opportunities for social responsibility to strengthen students’ spirit of solidarity (Valencia-Arias et al., 2024).
Despite these advances, there is still a lack of consolidated evidence regarding how mentoring specifically supports the institutionalization of University Social Responsibility. Existing studies often approach mentoring or USR separately, which leaves a gap in understanding their intersection. This review is therefore timely because it responds to the absence of integrative analyses that clarify why mentoring should be prioritized as a strategic mechanism for embedding USR into higher education practices.
In addition to its Latin American roots, USR has gained traction internationally as a multi-faceted framework that includes ethical governance, environmental sustainability, stakeholder engagement, service-learning, and the embedding of academic functions to address societal needs (Olvera León et al., 2022). The scholarship around USR is increasingly examined and conceptualized around how USR is operationalized through institutional policy, curricular design, community partnerships, and student engagement.
Numerous comprehensive reviews illustrate the rapid growth and development of research about University Social Responsibility (USR). Through the conduct of conceptual and thematic analyses, scholars document the global trajectory of USR and categorize the most important components that make up USR as structured governance, sustainability, stakeholder engagement, and service-learning (Ali et al., 2021). Also, studies that focus on post-conflict settings indicate how the operationalization of USR takes place within contexts of institutional constraints and regionally relevant priorities (Baptiste et al., 2022). Systematic reviews in Latin America can provide greater detail of the growth of research across various components of USR and the areas of USR in the scholarship indicate growth in the study of management, student formation, and community engagement (Cuba Sancho et al., 2023) and a starkly greater number of studies about USR published from 2019 to 2023 (Chunga Pingo et al., 2023). Likewise, a bibliometric analysis has recently charted publication characteristics and production patterns among themes and clusters within the publication patterns within the context of Latin America and the Caribbean (Urrunaga-Pastor et al., 2024). All of these syntheses appear to confirm strong and more rapidly growing trends in the work discussing USR but suggest that, at least in this sample, there is to this point no similar work done examining the specific role of mentoring in the operationalization of USR.
Mentoring programs should be designed with an inclusive and integrative approach to better meet the SDGS (Rinfret et al., 2023), considering that in Latin America, tutoring activities are often developed as extracurricular experiences (Chunga Pingo et al., 2023). This necessitates educational institutions to assess their social impact on the community (Vasquez, 2023), as their significance is rooted in the university’s social presence through research activities (Flores-Fernandez et al., 2022). This must be undertaken with responsible management, aligned with the community’s needs (Capillo Lucar, 2020; Ahumada-Tello et al., 2018), because the community service offered by the university should be imbued with social commitment and focused on social sustainability (Mantaeva et al., 2020). Furthermore, university management should include a comprehensive strategy to motivate academic and administrative changes (Vallaeys and Álvarez Rodríguez, 2018).
In Peru, educational quality is built on the promotion of research through three interconnected functions: teaching, research, and university extension (Ministerio de Educación [MINEDU], 2014). However, government efforts to improve education remain insufficient, as gaps persist that limit access to quality education for rural and indigenous communities (Zickafoose et al., 2024). In this context, mentoring provides specific support to students in vulnerable situations to bridge learning gaps and ensure equitable opportunities for both academic and personal development (García et al., 2012). On the other hand, students are not fully aware of the importance of University Social Responsibility, although they recognize some related activities, their participation remains limited (Gasca Torres and López, 2023). Nevertheless, participation in USR activities enhances understanding of social realities, contributes to change, promotes the development of values, and fosters human sensitivity and ethical commitment (Conde Vera, 2021).
Theoretical approaches supporting the relevance of mentoring programs and their effectiveness in achieving objectives do not endorse their personalized orientation, as they focus on group utility (Teo et al., 2024). The theory linking university experience with the impact of mentoring programs on USR is Kohlberg’s moral development theory, which underpins the evolution of morality and ethical decision-making throughout life. It is applicable to the university setting because it allows for analyzing the influence of mentoring on the formation of values and socially responsible behaviors. Moral development unfolds through various stages, from obedience and punishment to adherence to universal ethical principles. In this regard, mentoring offers diverse capabilities to cultivate good habits, enhance academic performance, solve problems, work in teams, and strengthen students’ formative development with social responsibility and solidarity (Kohlberg, 1981). From this perspective, the situation described regarding the analyzed topic raises the following research question: What is the scientific evidence on the impact of mentoring programs on USR?
In this context, the research aims to provide valuable insights into how academic institutions can foster social responsibility values among their students, as mentoring facilitates the development of appropriate skills and capacities to address global challenges (Fuentes-Rubio and Castillo-Paredes, 2022). By understanding the influence of these educational approaches on students’ behavior and perspectives, universities can design more effective interventions to promote University Social Responsibility with a focus on civic engagement. Furthermore, a general objective has been established to analyze the impact of mentoring programs on USR. In addition, specific objectives include understanding the role of mentoring in the management of USR within the community and determining the number of scientific articles related to the impact of mentoring on the management of USR in the community.
1.1 Foundations
Mentoring is an effective tool that promotes University Social Responsibility (USR), facilitates the cohesion of the university community, strengthens the sense of belonging, and encourages active participation in service and solidarity activities (Pino-Vera et al., 2018). It is a process that integrates everyday situations with positive social impact into students’ personal development, serving as a model of ethical and altruistic behavior. This inspires them, as future professionals, to engage in community service and USR activities (Rhodes et al., 2006). Mentoring is an academic practice that enhances the learning process and provides both individual and group support to students, thereby strengthening their comprehensive development (Severino-González et al., 2023; Suyo Vega et al., 2019). It prepares them for academic success and reinforces the educational and socializing aspects of education, given that undergraduate students often lack research experience despite possessing technological skills, which does not guarantee their proper application (Dios Castillo et al., 2021; Esteves Pairazamán et al., 2020).
Moral conduct is enriched through mentoring programs that alternate spaces for analysis and discussion, guided by faculty members on social, political, cultural, and equity issues. This facilitates a better interpretation of underlying ethical principles and their application in daily life (Berkowitz and Gibbs, 1982). It is necessary to recognize that USR is integrated into the university’s administrative structure, supported by a team responsible for its implementation and execution, ensuring that all involved parties responsibly contribute to the outcomes (Forero-Jiménez, 2019). Therefore, research should focus on students, research lines, curricular programs, and project-based learning, thereby promoting the formulation of effective public policies (Vallaeys, 2018).
1.2 Justification
This study is grounded in the growing interest in understanding how educational practices foster active and responsible citizenship. It enables the evaluation and consolidation of existing evidence on the subject, identifying patterns, effective strategies, and opportunities for future studies in this area.
The process of conducting a systematic review is important in this field because it provides a scholarly approach and transparent process for synthesizing fragmented and dispersed evidence. The systematic review will allow researchers to see trends, methodological gaps, and conceptual inconsistencies that are not visible in single studies. Systematic reviews allow us to see where knowledge exists currently, what is supported by empirical evidence, and what remains unaddressed and would require study in the future. With respect to USR and mentorship (two fields that have evolved separately over time but lack integration) a systematic review will synthesize findings, reduce redundancy, and provide a rigorous approach that forms a base for evidence-based academic and institutional decision-making. Systematically mapping existing research will enhance the field’s conceptual clarity and assist universities in the responsible design of mentorship programs that are guided by evidence-based principles of USR.
Mentoring has a significant impact on the holistic development of students, enhancing educational quality and decision-making (Merino Orozco et al., 2023). The findings aim to provide practical guidelines for institutions to implement more effective mentoring strategies focused on strengthening social and civic competencies (Rodríguez and García, 2020).
The impact of mentoring programs with USR contributes to building a more equitable, inclusive, and supportive society (Andrade De Lima et al., 2023), as it promotes the development of social values and attitudes among students, generating a positive effect on social cohesion, civic participation, and community well-being (Gomez et al., 2018). This reinforces the university’s commitment to social responsibility and research, advocating for institutional and political changes that facilitate greater collaboration between the university and society (Carretón-Ballester et al., 2023). Ultimately, mentoring aims to support students both individually and in groups to reinforce learning and strengthen their professional development in the face of challenging social situations (Benites, 2020).
2 Materials and methods
This study followed the PRISMA 2020 (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines (Page et al., 2021) to conduct a systematic review of the scientific literature on University Social Responsibility (USR). The review aimed to identify and synthesize studies published between 2019 and 2024 that address mentoring, tutoring, and related support mechanisms within the context of USR in global, Latin American, and national university settings.
2.1 Information sources and search strategy
The bibliographic search was carried out in the following scientific journal databases: Scopus, Web of Science, SciELO, and EBSCO. A structured search strategy using Boolean operators (AND, OR) was applied to combine relevant keywords and descriptors. The search terms included:
(a) Mentorship, mentoring, advising, guidance, tutoring, counseling
(b) Combined with: University Social Responsibility, Social Participation, Corporate Social Responsibility
The search string used was:
TITLE-ABS-KEY ((mentoring OR tutoring OR guidance OR counseling OR supervision) AND (university AND social AND responsibility OR social AND participation OR corporate AND social AND responsibility))
Table 1 presents the keywords and Boolean operators applied across databases (Search Equations).
Table 1. Search Equations.
2.2 Eligibility criteria
The inclusion criteria for the selection of articles were as follows:
(a) Publications from 2019 to 2024
(b) Open access articles
(c) Articles published in Spanish or English
(d) Empirical or theoretical studies directly related to University Social Responsibility
(e) Indexed in the databases mentioned above
Exclusion criteria included duplicate records, studies outside the higher education context, or articles without sufficient methodological rigor.
2.3 Selection process
The article selection process involved four phases as per the PRISMA flow diagram: identification, screening, eligibility, and inclusion. Initially, all retrieved articles were exported to a reference management software to eliminate duplicates. Subsequently, titles and abstracts were screened to discard irrelevant records. Full-text screening was then performed to assess eligibility based on the established criteria.
2.4 Data extraction and synthesis
Data from the selected articles were extracted using a structured coding matrix including author(s), year, title, country, methodology, and main findings. The data synthesis involved a qualitative analysis of recurring themes, approaches, and contextual differences related to USR practices.
2.5 PRISMA diagram
To enhance transparency and minimize selection bias, the review process was documented using an adapted PRISMA 2020 flow diagram, illustrating the number of studies identified, screened, excluded, and ultimately included in the review, as seen in Figure 1.
Figure 1. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) diagram. We generated the figure in MapChart, https://www.mapchart.net/.
3 Results
According to results presented in Table 2, University Social Responsibility (USR) plays a vital role in redefining higher education, promoting ethical values, sustainable development, and active social participation. Students recognize its importance in shaping professionals committed to social change, sustainability, and community well-being.
Table 2. Article citation, results, contributions to USR.
Despite growing awareness, USR integration remains limited and faces challenges such as weak institutional commitment, lack of alignment with research, and superficial student understanding. To overcome these barriers, universities must embed USR across academic practices, strengthen community ties, and adopt evaluation tools aligned with the Sustainable Development Goals. Strengthening USR ensures a more inclusive, ethical, and socially engaged university.
As seen in Figure 2, the findings found globally according to the proposed theme show studies carried out in Poland, Spain, Colombia, England and Cuba, with only one (1) publication according to the search criteria. In addition, two publications were identified in Ecuador, Chile and Peru; and in Mexico four manuscripts, the total number increased to fifteen (15) manuscripts that were finally analyzed in totality. The results of the studies allow us to establish guidelines for the implementation of tutoring strategies, focused on strengthening students’ social and civic competencies (Le et al., 2024).
Figure 2. Geographic distribution of the articles identified. We generated the figure in MapChart, https://www.mapchart.net/.
4 Discussion
The results of the systematic review revealed a total of 15 scientific articles sourced from the following databases: SciELO (11), Scopus (2), Web of Science (1), and EBSCO (1). Additionally, the identified methodologies included: literature reviews (6), qualitative approaches (5), quantitative approaches (3), and a mixed-methSDGs approach (1). However, there are challenges that cannot be overlooked as they occur during university education, such as mentoring programs, lack of time, academic environments, and the relationship between learning and support systems that limit the educational community’s support (Cuenca Arbella et al., 2019).
Mentoring guides the process of personal and academic improvement for students, from their entry into university to graduation, facilitating the use of necessary competencies for decision-making (García, 2019). It seeks to strengthen students’ identification with the institution, developing a sense of belonging (Pino-Vera et al., 2018). The USR is a key policy that universities must integrate because it facilitates the creation and dissemination of scientific knowledge, ensuring the development of research capabilities and the strengthening of the SDGS (Chirinos Araque and Pérez Peralta, 2016). Universities play a decisive role in academic training, promoting the construction of a more equitable and just society through active community engagement and their responsible contribution to solving local problems and promoting social well-being.
4.1 Concepts de USR and its implications
University Social Responsibility is crucial in educational management as it promotes sustainable development and respect for human rights. This requires the active participation of all university stakeholders to overcome welfare and reductionist approaches. USR should incorporate a competency development approach within the academic curriculum, influencing society and extending to employment conditions in universities. These align their academic actions with the SDGS to promote USR as an integral part of student education (Cuba Sancho et al., 2023; Vutsova et al., 2023; Chunga Pingo et al., 2023; Leon Ruiz and Uribe Salas, 2023; Severino-González et al., 2023; Vasquez, 2023; Vallaeys and Álvarez Rodríguez, 2022).
Ethical management and the promotion of USR are fundamental in university mentoring, requiring the active participation of the educational community. Individuals become socially responsible through the tutor’s efforts to integrate them into a communal order by imposing rules and sanctions. However, there are challenges such as outdated curricular design and insufficient support for educators. It is crucial to foster a culture of social responsibility within universities, alongside promoting ethical behavior and respect for human rights among students. Additionally, USR is linked to the vision of the university as a transparent and ethical institution, necessitating the commitment of all educational actors. Despite challenges and a lack of institutional interest in forming engaged citizens, addressing these issues is essential for promoting effective USR management (Serrano Pereira et al., 2022; Rubio-Rodríguez et al., 2022; Vallaeys et al., 2022; Irigoyen-Arroyo et al., 2021; Ibarra Uribe et al., 2020; Martí-Noguera et al., 2018; Garbizo Flores et al., 2021; Guffante Naranjo et al., 2022).
4.2 Characteristics of USR
University Social Responsibility is characterized by fostering equality and inclusion among the educational community’s stakeholders: faculty, students, and administrative staff, who must exercise leadership with creative competencies and drive sustainable development projects for the benefit of society. Mentoring programs are an approach aimed at ensuring efficiency, effectiveness, and best ethical practices in USR (Cuba Sancho et al., 2023). The active participation of student leaders in promoting educational practices that foster the development of ethically conscious and socially responsible competencies is highlighted (Vutsova et al., 2023).
Chunga Pingo et al. (2023) emphasize the collaborative approach of leading actors to interact with relevant teams, involving the community and society as a whole. Leon Ruiz and Uribe Salas (2023) view USR as a permanent commitment of the university to execute social actions that benefit and meet the needs of society and the global community. Meanwhile, Severino-González et al. (2023) state that through social responsibility, universities aim to reinforce service-learning and contribute to the community in response to the changing demands and dynamics of the world. Similarly, Vasquez (2023) agrees that universities should seek mentoring and educational support spaces to develop competencies and improve the quality of educational services.
Vallaeys and Álvarez Rodríguez (2022) assert that USR is the ability to manage educational quality, adhering to didactic and cognitive standards that address environmental and social care aspects. In turn, Serrano Pereira et al. (2022) indicate that USR allows for interaction among various domains: economic, social, health, and environmental, which require positive responses from universities to face emerging challenges and seek viable solutions through strategies and improvements that benefit the community.
This enriching experience provides different stakeholders with valid tools to develop and promote proposals that address society’s priority needs. According to Rubio-Rodríguez et al. (2022), the active participation of university students as integral members of the institution demonstrates interest in social issues and aligns with the advancement of human and social development. On the other hand, Vallaeys et al. (2022) emphasize that USR seeks to involve the university and socially align it with the achievement of the SDGS.
Guffante Naranjo et al. (2022) point out that the mentoring process is a vital academic component of learning; however, limitations hinder the adoption of extracurricular activities with a social focus that facilitate the implementation of USR. Irigoyen-Arroyo et al. (2021) argue that USR expresses a commitment within organizations toward stakeholders. Garbizo Flores et al. (2021) mention that mentoring should be continuously linked to the promotion of USR, as it is a key factor in the comprehensive education of students. Ibarra Uribe et al. (2020) emphasize that universities should address USR as a cross-cutting axis in various educational programs. For this reason, Martí-Noguera et al. (2018) emphasize that the university is directed toward economic development, and students must be prepared to compete in the job market.
4.3 Contributions of USR
The university should integrate research from the beginning of the curriculum, fostering a culture of peace and justice among students. However, the institutionalization of University Social Responsibility requires a reflective analysis and a critical stance toward the existing reality. Institutions must engage in education to promote the advancement and strengthening of social responsibility on a global scale. USR enhances and improves the institution’s reputation and contributes to the advancement of the scientific field. It should incorporate educational, social, environmental, and economic dimensions. Ethical values must permeate the entire educational process and the relationship with the community (Serrano Pereira et al., 2022; Rubio-Rodríguez et al., 2022; Vallaeys et al., 2022; Irigoyen-Arroyo et al., 2021; Ibarra Uribe et al., 2020; Martí-Noguera et al., 2018; Garbizo Flores et al., 2021; Guffante Naranjo et al., 2022).
The university must adapt to global changes with innovation and entrepreneurship. In Latin America, USR is often limited to extracurricular activities, and it is essential to measure and strengthen its prevalence among students. USR aims to improve organizational actions and the work environment. Higher education plays a crucial role in driving social transformation toward sustainable progress. Mentoring is vital for university guidance, and USR should be an institutional priority (Cuba Sancho et al., 2023; Vutsova et al., 2023; Chunga Pingo et al., 2023; Leon Ruiz and Uribe Salas, 2023; Severino-González et al., 2023; Vasquez, 2023; Vallaeys and Álvarez Rodríguez, 2022).
5 Conclusion
Mentoring programs incorporate principles of University Social Responsibility and have a significant impact on the holistic educational process of students. This implies that universities must assume an ethical responsibility toward society and their environment, leading to more effective mentoring that considers not only academic performance but also the individual and social development of students.
University Social Responsibility and mentoring are interrelated elements that can transform the university experience and contribute to the development of a more sustainable and equitable society. Mentoring programs have a positive impact and transcend the formation of university students with ethical and social awareness, facilitating the development of competencies and promoting meaningful learning that goes beyond the academic realm. This enables students to recognize their responsibility with an ethical commitment and contribute to the improvement of the social environment through sustainable development, benefiting not only the academic community at a local level but also transcending to regional and global levels by promoting universal values of equity, solidarity, and social justice, which are fundamental for the creation of just and inclusive societies.
Research in this context is growing; however, there is a limited number of publications that specifically analyze the interrelationship between mentoring programs and USR. Despite the evident benefits, many studies tend to address these issues in isolation, highlighting the need for research that integrates both approaches to offer a more comprehensive understanding of their global impact and ensure the relevance and effectiveness of mentoring programs.
Future research should move beyond descriptive accounts to provide longitudinal and comparative evidence on how mentoring impacts both institutional culture and student outcomes across diverse contexts. Mixed-method and experimental designs could reveal causal mechanisms that link mentoring to measurable improvements in civic engagement and sustainable development competencies. Moreover, there is a need to explore cross-regional comparisons, particularly between Global North and Latin America, to identify transferable practices and culturally specific adaptations. Finally, research should address the perspectives of multiple stakeholders (including faculty, administrators, and community partners) to fully capture the systemic implications of mentoring as a driver of USR.
6 Limitations
This review is limited by the eligibility criteria used to define the final sample. Restricting the search to publications from 2019 to 2024, to open-access sources, and to studies published in English or Spanish reduced the number of studies that could be included. Focusing only on peer-reviewed and indexed articles helped maintain methodological consistency, but it also narrowed the scope of available evidence. As a result, the findings may not fully reflect the broader range of perspectives and practices related to University Social Responsibility.
Another limitation concerns the exclusion of gray literature such as institutional reports, policy documents, and program evaluations. These sources often contain detailed information about USR implementation and mentoring practices, but they were not considered in order to preserve comparability across studies. Future systematic reviews should expand their scope to include gray literature using appropriate appraisal tools. Doing so would offer a more comprehensive understanding of how mentoring is being applied and developed within USR initiatives across different institutional contexts.
7 Emerging themes and strategic implications
The systematic review of the literature reveals several emerging trends that highlight the evolution, challenges, and opportunities surrounding University Social Responsibility (USR). First and foremost, USR is increasingly valued as a moral and ethical commitment within university management, aimed at promoting sustainable development and full respect of human rights. This perspective seeks to move beyond the traditional welfare-based and reductionist approaches by promoting a more comprehensive model that actively engages all stakeholders in the educational environment.
A key finding is the recognized need to integrate USR into university curricula from the earliest stages of academic training. Students perceive USR as a meaningful experience that contributes to societal well-being and fosters attitudes related to sustainability, ecology, ethical awareness, and improved professional working conditions. However, in many cases, these initiatives remain extracurricular or disconnected from the core academic pillars (teaching, research, and community engagement) thus creating a fragmentation in the university’s social mission.
Another notable trend is the pedagogical dimension of USR, which supports students in developing skills such as leadership, entrepreneurship, and civic responsibility. Yet, these competencies are often addressed in isolation rather than as part of a holistic and interdisciplinary learning process, signaling the need for reform in educational strategies and institutional culture.
At the institutional level, while some universities show a willingness to adopt a USR perspective, there remains a lack of structured frameworks to ensure its full implementation. Barriers include weak interdepartmental coordination, limited faculty training in social responsibility, and the absence of robust assessment mechanisms to measure the real impact of USR actions.
Based on these findings, several strategic lines of work are proposed. First, there is a pressing need to institutionalize USR within university governance, by establishing clear policies that align USR with academic functions and outreach. This involves the development of normative and strategic frameworks that guide USR initiatives toward the achievement of the Sustainable Development Goals (SDGs), accompanied by measurable indicators for ongoing evaluation.
Second, it is essential to enhance faculty development through pedagogical training programs that promote innovation and encourage the inclusion of USR concepts in curricula. At the same time, participatory methodologies should be adopted, involving students, educators, and communities in the co-creation of socially impactful projects.
Lastly, the review emphasizes the importance of developing reliable assessment tools to objectively measure the implementation and effects of USR–both within academic settings and in community engagement. Such tools would contribute not only to the continuous improvement of USR initiatives but also to increased institutional transparency and accountability.
Finally, USR emerges as a transformative strategy for higher education institutions, enabling them to effectively address contemporary social, environmental, and economic challenges. To fulfill this role, USR must be assumed as a crosscutting, sustainable, and ethical commitment that transforms both the university and the broader society it serves.
Data availability statement
The original contributions presented in this study are included in this article/supplementary material, further inquiries can be directed to the corresponding authors.
Author contributions
HO-C: Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing. MM-L-R: Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing. VF-B: Conceptualization, Writing – original draft, Writing – review & editing. JS-V: Conceptualization, Writing – original draft, Writing – review & editing.
Funding
The author(s) declared that financial support was received for this work and/or its publication. This research was funded by the Universidad César Vallejo, under FAI 2025 program.
Conflict of interest
The author(s) declared that this work was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
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The author(s) declared that generative AI was not used in the creation of this manuscript.
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Keywords: University Social Responsibility, mentoring, higher education, student development, ethical formation, civic engagement, social transformation, sustainable development
Citation: Ocupa-Cabrera HG, Meneses-La-Riva ME, Fernández-Bedoya VH and Suyo-Vega JA (2025) Mentoring and University Social Responsibility: a systematic review of strategies and impacts in higher education. Front. Educ. 10:1625433. doi: 10.3389/feduc.2025.1625433
Received: 08 May 2025; Revised: 26 November 2025; Accepted: 29 November 2025;
Published: 23 December 2025.
Edited by:
Diego Gavilán Martín, University of Alicante, SpainReviewed by:
Aaron Redman, Arizona State University, United StatesVirginia Cathro, University of Otago, New Zealand
Copyright © 2025 Ocupa-Cabrera, Meneses-La-Riva, Fernández-Bedoya and Suyo-Vega. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Hitler Giovanni Ocupa-Cabrera, aG9jdXBhQHVjdnZpcnR1YWwuZWR1LnBl; Víctor Hugo Fernández-Bedoya, dmhmZXJuYW5kZXpiQHVjdnZpcnR1YWwuZWR1LnBl