Mentoring practices for generation Z in higher education in a multicultural environment

Generation Z increasingly demands mentoring in both educational and professional contexts, preferring accessible, supportive, and co-creative approaches over traditional top-down models. In multicultural higher education environments, understanding these expectations poses a challenge. This study examines Generation Z’s mentoring needs in higher education, with a particular focus on institutional practices and differences between students enrolled in Hungarian-language and English-language programs. It investigates student perceptions of existing mentoring system, identifies gaps between needs and current support, and offers recommendations for enhancing performance and satisfaction. Based on the findings of a systematic literature review (SLR) on mentoring, a quantitative questionnaire survey was conducted among 117 students at Széchenyi István University, Győr, Hungary. The analysis compared students of Hungarian-language and English-language programs, focusing on trust in mentors, preferred mentor characteristics, and function-related expectations. Findings reveal that while most students are aware of the mentoring system, trust and familiarity levels vary: Hungarian students report higher trust and awareness of their mentors. Both groups prefer young, approachable mentors and value personalized support. Cultural differences emerged, with international students emphasizing psychological support and Hungarians prioritizing career guidance. Across all groups, administrative assistance was the most valued function. The results highlight the need for mentoring systems that reflect Generation Z’s preferences for transparent, informal, and individualized support. Universities increasingly operate like organizations, requiring onboarding processes that foster belonging and retention. Effective mentoring can strengthen integration, reduce dropout rates, and address diverse socio-cultural needs.