Abstract:

In response to the challenges associated with the adaptation and holistic development of university students, the Faculty of Engineering at Mondragon University has implemented a mandatory mentoring programme across its engineering degrees. The aim of the programme is to support students in developing their graduate profile, encompassing both technical and soft skills. This programme, which was progressively introduced during the 2022–2025 academic years, combines individual and group mentoring activities tailored to the different stages of training, and is supported by tools such as Moodle.

This study analyzes students’ perceptions of the programme’s impact on academic performance and personal development, as well as faculty evaluations of key elements of the programme. The findings reveal a consistently positive assessment by students regarding academic improvement, although a slight decline is observed in the perceived impact on personal development. From the perspective of faculty mentors, the evaluations are generally favorable, though areas for improvement are noted—particularly concerning the usefulness of and student engagement in group mentoring sessions.

The study’s implications highlight the need to strengthen faculty training, update methodologies, and foster greater student involvement. It concludes that the programme is a valuable tool for educational support, although it requires ongoing adjustments to maximize its impact. Full implementation is expected in the 2025–2026 academic year, opening new avenues for research on well-being, critical thinking, and academic performance.

Keywords:

Mentoring, Graduate profile, Personal development, Professional development.