Exploring the potential of intergenerational mentorship in higher education: a comparative study of mentor perspectives across multi-institutional contexts

Intergenerational (IG) mentoring plays a vital role in fostering understanding and collaboration between diverse age groups, supporting social cohesion. As key contributors to lifelong learning, universities are instrumental in shaping effective IG programs. Addressing a gap in the literature on mentors’ reflective practice and institutional influences on IG programs, this study analyses reflective diaries from eight mentors across three Central European universities involved in an IG learning program during the 2022/2023 academic year. The program, grounded in project-based and co-management principles, emphasized facilitation as a core mentoring approach Using a qualitative-driven hybrid analytical design, the study examines mentors’ initial preconceptions, evolving reflections, and final program conceptualizations. Results reveal distinct institutional patterns: mentors at Mendel University prioritized interactive engagement and communication; at Eötvös Loránd University, the focus centred on support and facilitation; and at the University of Split, strategic planning was emphasized to enhance learner engagement. Across all context-specific approaches, participants underscored the necessity of facilitating communication, promoting inclusive participation, and adapting strategies to address diverse participant needs. Collectively, these findings demonstrate how institutional frameworks shape IG initiatives and highlight the critical need for personalized mentoring strategies and targeted professional development for higher education mentors.