The project Bridge is co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the Servicio Espanol para la Internacionalizacion de la Educacion (SEPIE). Neither the European Union nor the National Agency SEPIE can be held responsible for them. -- Number: 2025-1-ES01-KA220-HED-000359236 --

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LEVEL 1. Mentoring Academy

BRIDGE Main Challenge: A.3. Educational gaps throughout educational trajectories, including higher education

What problem does it address?

The practice addresses student dropout, academic failure and weak integration in higher education. First-year, international, mature and vocational-background students may face unequal academic preparation, language and cultural barriers, financial or housing difficulties, visa problems and personal constraints. These factors contribute to non-renewal of enrolment and unequal chances of success.

What does it propose?

Mentoring Academy combines peer and alumni mentoring, academic and non-pedagogical tutoring, learning analytics, an academic success observatory, targeted support for at-risk students, teacher training and a preparatory “Ground Zero Year”. It provides continuous, personalised and blended support from entry into higher education through students’ academic journeys.

Why is it an inspiring practice?
  • • It combines human mentoring with data-informed early identification of students at risk.
  • • It addresses academic, social, cultural, personal and vocational needs together.
  • • It includes international, migrant, mature, vocational-background and other vulnerable students.
  • • It moves institutional support from reactive responses to proactive intervention.
  • • It involves students, alumni, teachers, student associations and support services.
  • • It is designed as a continuous, adaptable and student-centred institutional programme.
Resources you'll find
  • • Mentoring Academy digital system and academic success observatory.
  • • Peer and alumni mentoring network.
  • • Academic, non-pedagogical and peer-assisted tutoring.
  • • Support line and proactive contact with at-risk students.
  • • Ground Zero Year preparatory programme.
  • • Guides, videos, workshops, training modules and presentations.
  • • Bilingual social-media dissemination and institutional communication materials.
Featured results
981
New students engaged in mentoring-related integration activities in September 2024.
911
New students engaged in mentoring-related integration activities in September 2025.
304
New students engaged during the February 2025 intake.
252
New students engaged during the February 2026 intake.
86-93
Mentors involved across the reported cohorts.
What can visitors learn?
• How peer and alumni mentoring can support transition and belonging.
• How learning analytics can inform early intervention while preserving personalised support.
• How to combine academic tutoring with social, psychological and vocational guidance.
• How to respond to unequal educational preparation and intercultural barriers.
• How student participation and feedback can improve institutional provision.
• How blended tools can extend access to support.
• How a preparatory programme can reduce unequal starting conditions.

LEVEL 2. EXPLORE BEST PRACTICE

Introduction

Mentoring Academy addresses student dropout, academic failure and difficulties in integration in higher education, especially among first-year students and those entering through diverse educational, cultural and socioeconomic pathways. It responds to unequal preparation, language and cultural barriers, financial and housing difficulties, visa issues and personal constraints through coordinated, continuous and personalised support.

  • Coordinating organisation: Instituto Politécnico de Bragança
  • Participating countries: Portugal (PT)
  • Duration: June 2024- June 2026
  • BRIDGE Main Challenge: A.3. Educational gaps throughout educational trajectories, including higher education
Sustainable Development Goals (SDGs)
  • SDG 3: Good Health and Well-being
  • SDG 4: Quality Education
  • SDG 10: Reduced Inequalities
  • SDG 16: Peace, Justice and Strong Institutions
  • SDG 17: Partnerships for the Goals
Secondary Challenges
  • A.1. Structural and intersectional inequalities that shape inclusion and social cohesion
  • A.4. Fragmented management of cultural diversity and weak institutionalisation of intercultural dialogue
  • A.6. Deficits in democratic participation, representation and inclusive governance

The Challenge

What social issue does it address?

The practice addresses high dropout risk, academic failure and difficulties in integrating into higher education. The problem is intensified for first-year, international, mature and vocational-background students who may experience unequal preparation, language and cultural barriers, financial or housing difficulties, visa problems and competing personal responsibilities.

Why is it important?

It is important because unequal starting conditions and weak integration can prevent students from progressing, renewing enrolment and completing their studies. The practice supports academic success, belonging, well-being and equal opportunity, particularly for vulnerable and diverse student groups.

How does it contribute to the BRIDGE Challenge?

It directly addresses Challenge A3 by reducing educational gaps across the higher-education trajectory. It combines preparatory learning, tutoring, mentoring, monitoring and personalised intervention, while also addressing structural, intercultural and participation barriers that shape students’ educational outcomes.

How does it work?

The programme begins with orientation and early mentoring, then combines peer/alumni mentoring, tutoring, learning analytics, an academic success observatory, a support line and direct outreach to at-risk students. Teacher training, active pedagogies and the Ground Zero Year reinforce the support. Data, feedback and reports are used to adjust interventions.

What might inspire you?
Ideas for adaptation
  1. Use peer mentoring to support first-year students’ transition and belonging.
  2. Combine academic tutoring with personal, social and vocational guidance.
  3. Use learning analytics to identify students needing early support.
  4. Create a support line and proactive outreach for at-risk students.
  5. Design preparatory learning for students with unequal academic foundations.
  6. Train teachers in active, digital and inclusive pedagogies.
  7. Involve alumni as mentors linked to students’ academic and career interests.
  8. Use student feedback and co-creation to improve support activities.
  9. Combine online and in-person support to improve accessibility.
  10. Coordinate academic departments, student services and student associations.
Resources created

Mentoring Academy institutional support system and associated resources

Educational resource

The practice uses a digital Mentoring Academy system, academic observatory tools, automated communication solutions, guides, manuals, workshops, training modules, videos and online content. The resources support mentoring, tutoring, monitoring, teacher development and student preparation. Presentations are available upon request; methodological and teaching materials and the final report were scheduled to become available at the end of the project period. Videos, reels and bilingual dissemination materials are used for visibility and engagement.

Teaching staff, Students, Researchers, Professionals, Policy Makers, General Public

https://mentoringacademy.ipb.pt/en/