Abstract in english

In recent years, higher education institutions have grappled with supporting students facing academic challenges, prompting heightened attention to mentoring as a transformative strategy. This qualitative case study delves into the mentoring program implemented in the English teaching Department at the University of Cordoba, emphasizing its contribution to students with low academic performance. Through semi-structured interviews with the mentoring program coordinator, mentors from 10th semester, and mentees from 3rd and 4th semester actively involved in the English Language Program, coupled with observations, the research unveils mentoring as a multifaceted intervention that transcends conventional academic support focused on teaching some topics, and leaving aside the development of other key components such as the socio-emotional. Beyond addressing educational needs, mentors emerge as significant in navigating socio-emotional challenges hindering student success. Identifying key patterns, success strategies, and potential pitfalls, this study enriches the understanding of mentoring dynamics and also offers practical insights for optimizing mentoring interventions. Set within the distinctive context of the University of Cordoba, the research contributes to the broader field of academic support by illuminating the nuanced interplay between mentoring and student success. As higher education institutions strive to enhance support mechanisms, this study serves as a valuable guide for tailoring mentoring programs to meet the diverse needs of students experiencing academic setbacks.