This study, part of the TIMONEL Project, addresses the significant need for improved guidance and tutoring services in European universities. Funded by the Spanish Ministry of Economy and Competitiveness, the project involved collaboration between the University of Jaén, University of Granada, Queen Mary University of London, and the Polytechnic Institute of Coimbra. The central aim was to develop a novel recommendation system (RS) to meet the academic, personal, professional, and ICT orientation needs of students, graduates, and university teachers. The authors emphasize the system's innovative international character, highlighting the lack of similar existing systems. The project's specific objectives were to: (a) identify the training needs of European university teaching staff; (b) analyze current guidance practices; (c) identify good practices; (d) design the RS orientation and tutoring program; (e) implement the program; and (f) evaluate the program and RS. The study arose from concerns about the inadequate guidance available to university students and graduates, often stemming from insufficient knowledge and commitment from those responsible. Therefore, initial analysis focused on identifying student and faculty needs to inform the design of a useful supplementary tool. This analysis revealed the impact of the Bologna Plan and the European Higher Education Area (EHEA) on the increased importance of guidance services. The study emphasizes the multifaceted needs of university students – academic, personal, and professional – and the importance of comprehensive guidance in addressing these needs. Research by Biasi et al. (2017) demonstrated the positive effect of such guidance on student performance, conflict resolution, and career preparation. However, significant challenges exist, including the variability of guidance models across different universities and faculties, a lack of faculty motivation due to limited incentives and recognition, and insufficient coordination between teachers and specialized counselors. The study also highlights the limited use of ICT in educational guidance, despite its increasing importance, particularly in light of the COVID-19 pandemic. While many students prefer online guidance, teachers often lack the necessary technological preparation. The TIMONEL project offers a potential solution in the form of a self-feeding RS based on user participation, directly addressing these shortcomings.

The study draws upon existing literature to highlight the context of its research. Several studies (Skaniakos et al., 2019; Kim et al., 2015) underscore the growing significance of university guidance services, particularly after the implementation of the Bologna Plan (Hoffman et al., 2008; Colomo Magaña and Esteban Bara, 2020; Barba-Martín et al., 2020). These services aim to cater to the academic, personal, and professional needs of students (Fernández and Medialdea, 2014; Kyle Capstick et al., 2019; Yon Guzmán and Hernández Marín, 2019). Research has shown that university guidance reduces student problems (Biasi et al., 2017). Conversely, existing literature points to disparities in guidance approaches (Vidal et al., 2003; Amor Almedina, 2020), a lack of faculty motivation (Asin Cala et al., 2019; Martín-Romera et al., 2020), and poor coordination between educators and counselors (Getachew, 2020). Furthermore, the underutilization of ICT in educational guidance is evident (Muñoz-Carril and González-Sanmamed, 2015), despite its growing importance in the context of online learning and the COVID-19 pandemic (Zeren et al., 2020; Schartner, 2023; Barker and Barker, 2022; Liu and Qu, 2023).

The TIMONEL Project employed a concurrent mixed methods design (Creswell and Plano-Clark, 2017), integrating quantitative and qualitative data collection and analysis across three phases. This approach provided a comprehensive understanding of student and faculty perspectives and experiences. **Phase 1:** This phase focused on identifying guidance and tutoring needs. Two sub-phases were involved: (1) assessment of training needs, and (2) analysis of current practices. Data were collected using the 'Guidance and tutorial practice in students and university graduates (POTAE-17)' and 'Training needs in guidance and tutorial strategies (NFEOT-17)' scales, which underwent validation. These scales used a Likert-type format with 61 items. Qualitative data were collected through discussion groups and surveys with a large sample of students and teachers (2779 students and 918 teachers) from four European universities (University of Jaén, University of Granada, Queen Mary University of London, Polytechnic Institute of Coimbra). Sampling methods varied; proportional random stratified sampling was primarily used, but intentional sampling was employed in some cases due to degree variability and access challenges. **Phase 2:** This qualitative phase focused on identifying good practices in guidance and tutoring. Data were collected through discussion groups (23 professors) and interviews (11 professors) with professors from various subject areas across three universities. The goal was to compile a catalog of good practices to inform the design of the RS. **Phase 3:** This phase involved designing, implementing, and evaluating the TIMONEL RS (www.timonel.net). A total of 484 students and 38 teachers participated in the evaluation. Data were collected using a scale with 22 Likert-type items and open-ended questions. Qualitative data were gathered through interviews with teaching staff. The RS was assessed based on its ease of use, usefulness in generating new ideas, and support provided to both students and tutors. **Data Analysis:** Qualitative data were analyzed using NVivo 12.0, following a process of reduction, description, illustration, relationship establishment, and conclusion verification. Quantitative data were analyzed using SPSS 24.0, involving frequency analysis, measures of central tendency and dispersion, and hypothesis testing (t-tests, ANOVA, multivariate contrasts).

The study revealed significant findings regarding guidance and tutoring needs and practices. **Phase 1 Findings:** Analysis indicated that effective guidance and tutoring require an integrated approach encompassing academic, personal, and professional dimensions. While faculty generally addressed academic needs, personal and professional aspects received less attention. The findings emphasized the importance of faculty competency in referring students to specialized services and the need for a proactive approach to information dissemination and training. Significant differences were observed between participating and non-participating faculty in Plans Tutorial Action (PAT), with participating faculty demonstrating a broader understanding of the guidance needs. In terms of student needs, there were significant differences across year levels (second-year, fourth-year, postgraduate) in the personal, professional, and ICT dimensions. Second-year students often expressed a greater need for guidance compared to their older counterparts. Furthermore, gender differences emerged in students' perspectives on the coverage of their needs, with male students reporting higher satisfaction in certain areas. Qualitative data pointed to concerns about academic pathways, motivation, gender equality, and the availability of personal guidance. **Phase 2 Findings:** The analysis of good practices revealed a consensus on the importance of comprehensive intervention addressing all guidance dimensions, the need for continuous support throughout a student's academic career, and the adaptability of guidance approaches. Faculty emphasized the importance of readily available resources and training in various aspects of tutoring such as diagnosis and communication. **Phase 3 Findings:** The evaluation of the TIMONEL RS showed positive feedback from both students and teachers. The RS was found easy to use and beneficial in generating new ideas. Users reported higher satisfaction when recommendations stemmed from a collaborative network. Regression analysis revealed a strong association between user satisfaction and the four phases of the RS (problem identification, alternative generation, alternative analysis, and implementation). Age and gender did not significantly influence the effectiveness of the RS.

The TIMONEL project's findings provide valuable insights into improving university guidance and tutoring services. The integrated approach to guidance, encompassing academic, personal, and professional aspects, is crucial. The identified need for faculty training emphasizes the importance of equipping educators with the necessary skills to provide effective guidance. The disparities in needs and satisfaction levels across student year levels highlight the importance of tailored interventions at different stages of academic life. The positive evaluation of the TIMONEL RS demonstrates its potential to address existing shortcomings in guidance services. The system's collaborative nature further enhances its effectiveness. However, it's also vital to acknowledge that the success of such systems relies on consistent updates and the engagement of both educators and students.

The TIMONEL project successfully addressed the need for enhanced university guidance and tutoring by designing and evaluating a user-friendly web-based recommendation system. The findings highlight the importance of an integrated approach, faculty training, and responsive, collaborative tools. Future research could explore the long-term impact of the RS, expand its functionality, and adapt it to other educational contexts.

One limitation of the study is the potential for response bias in self-reported data. While the mixed methods approach mitigated this to some extent, it's important to acknowledge that participants' perceptions might not always accurately reflect reality. Another limitation is the focus on a specific set of European universities; the generalizability of findings to other contexts might be limited. The ongoing need for content updates and system maintenance in the RS represents an ongoing challenge. Finally, the study could benefit from longitudinal follow-up to assess the sustained impact of the intervention on student outcomes.