An Italian peer mentoring programme was implemented by second-year undergraduate students (peer mentors) to support first year students (mentees). The scheme aimed to promote student community building and endorse active learning. Twenty mentors and 32 mentees were recruited. Data were extracted through the use of semi-structured questionnaires. For their mentoring, peer mentorsused Mobile Device Applications [MDA]. A qualitative content analysis was employed to evaluate students’ perceptions. The findings suggest that the use of MDA improved student academic experience generating a sense of community to facilitate students’ learning and social life. Students were satisfied with the adoption of MDA to foster active learning and community building between undergraduate students. Participants adopted MDA for promoting the peer mentoring scheme and planning events for mentees and to stay in touch throughout the peer mentoring programme. However, participants have highlighted criticisms and improvements
