Three sets of quality criteria for digital mentoring have been created from the student, HEI and working-life perspectives. These criteria tools are intended to assist teachers, instructors, mentoring practitioners and developers in the planning, implementation and assessment of high-quality digital mentoring implementations. The criteria can also be used for self-evaluation purposes and are free to use. Is the digital mentoring training (& various mentoring processes/programmes) we provide of high quality and useful from the student point of view? The object of the assessment is student mentoring at the interfaces of working life and education. Where applicable, the tool can also be used for self-evaluation purposes by students or groups who participate in various types of mentoring implementations. The quality criteria for digital student mentoring from the University of Applied Sciences (UAS) point of view have been prepared to support the development of digital mentoring at universities of applied sciences. The object of the assessment is how the university of applied sciences implements and develops student mentoring by making use of digitalisation at the interfaces of working life and education. The quality criteria for digital student mentoring from the working life point of view were prepared to support the reform of mentoring in the digital working life operating environment. The quality criteria can be utilised in the planning, implementation, assessment and development of mentoring. They can be used as a tool for self and peer evaluation and as food for thought in strategic work. The aim is to help different mentoring actors (e.g. providers and developers of mentoring services and programmes and companies and organisations that utilise mentoring in the continuous learning and competence development of their personnel) to develop high-quality and diverse digital mentoring that responds to working-life needs in their own context.