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Export Reference (APA) 
Justino, E. & Mauritti, R (2026). INCLUSIVE PEER MENTORING IN HIGHER EDUCATION: A HOLISTIC MODEL FOR SOCIAL INCLUSION AND STUDENT INTEGRATION. In 18th annual International Conference on Education and New Learning Technologies. Palma de maiorca: IATED.
Export Reference (IEEE) 
E. R. Justino and M. D. Mauritti,  "INCLUSIVE PEER MENTORING IN HIGHER EDUCATION: A HOLISTIC MODEL FOR SOCIAL INCLUSION AND STUDENT INTEGRATION", in 18th annual Int. Conf. on Education and New Learning Technologies, Palma de maiorca, IATED, 2026
Export BibTeX 
@inproceedings{justino2026_1784666884053,
	author = "Justino, E. and Mauritti, R",
	title = "INCLUSIVE PEER MENTORING IN HIGHER EDUCATION: A HOLISTIC MODEL FOR SOCIAL INCLUSION AND STUDENT INTEGRATION",
	booktitle = "18th annual International Conference on Education and New Learning Technologies",
	year = "2026",
	editor = "",
	volume = "",
	number = "",
	series = "",
	publisher = "IATED",
	address = "Palma de maiorca",
	organization = "IATED",
	url = "https://iated.org/edulearn/publications"
}
Export RIS 
TY  - CPAPER
TI  - INCLUSIVE PEER MENTORING IN HIGHER EDUCATION: A HOLISTIC MODEL FOR SOCIAL INCLUSION AND STUDENT INTEGRATION
T2  - 18th annual International Conference on Education and New Learning Technologies
AU  - Justino, E.
AU  - Mauritti, R
PY  - 2026
CY  - Palma de maiorca
UR  - https://iated.org/edulearn/publications
AB  - This communication examines the role of inclusive peer mentoring as a relational and institutional strategy to promote equity, social inclusion, and student integration in higher education. Based on the implementation of the IN-Iscte, A Space to Grow program at a Portuguese public university, the study highlights the conceptual foundations of inclusive mentoring, its operational model, and the empirical evidence collected across two program editions. Students from structurally vulnerable backgrounds, international students, first-generation students, and those facing socioeconomic or linguistic constraints—encounter heightened challenges in navigating institutional norms and accessing tacit academic codes. Inclusive mentoring seeks to mitigate these inequalities by fostering a sense of belonging, strengthening support networks, and enhancing students’ socio-emotional skills.
The empirical analysis draws on socio-demographic data, follow-up records, reflective journals, supervision notes, and evaluation questionnaires. Findings reveal three main areas of impact:
(1) the consolidation of academic sociability networks that reduce isolation and improve access to legitimized information;(2) the development of socio-emotional competences, such as self-confidence,  expectation management, and intercultural negotiation; and (3) increased engagement in curricular and co-curricular activities, contributing to the stabilization of academic trajectories. Program monitoring also identifies challenges related to role clarification, timely matching of mentors and mentees, and the need to reinforce inclusive practices for international students and those with specific educational needs. Overall, the study demonstrates that inclusive peer mentoring operates not merely as an individual support mechanism but as a systemic intervention capable of transforming academic cultures and advancing institutional commitments to social justice.

ER  -