Mentoring and key competences: a model for inclusion and prevention of functional illiteracy

Abstract

Functional illiteracy represents a critical challenge to social inclusion, employability, and contemporary economic development. According to the ASviS Report (2024), this phenomenon constitutes one of the main obstacles to achieving the Sustainable Development Goals, with significant impacts on social cohesion and equitable access to educational and employment opportunities. This article critically explores the potential of mentoring as an innovative educational methodology to combat functional illiteracy by fostering the development of key competencies as defined by the European Union Recommendation (2018). Based on an interdisciplinary analysis of the literature and validated European-level projects, an integrated mentoring model is proposed, structured on three levels: educational, professional, and intergenerational digital. This model promotes personalized and continuous learning, supporting individual autonomy and full social and democratic participation.