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.

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.

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.

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).

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.

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.

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.

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.