Mentoring and University Social Responsibility: a systematic review of strategies and impacts in higher education

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.