Intergenerational relationships are becoming increasingly rare. Thus, intergenerational programs are a strategy to establish relationships between generations. This article describes the socio-educational experience of the third edition of the SIMUL Intergenerational Project of the Education Service of the Cabildo Insular de Tenerife and the University of La Laguna, developed virtually during the COVID-19 pandemic. The following questions arise: Can an intergenerational project be developed through virtual meetings? What are the socio-educational experiences gained during the Intergenerational Project (academic year 2020–2021) by young and older participants? The evaluation of the application and development of the project showed high participant satisfaction; however, communication barriers derived from the virtual modality were detected. It could be concluded that while face-to-face modality is more effective for the development of the experience, the virtual approach is only interesting when certain requirements and strategies for the virtualization of intergenerational meetings are met. For these types of programs to be successful from a virtual approach, it is essential to plan spaces for informal encounters that enable knowledge and exchange as a basis for the establishment of intergenerational relationships. A requirement in these virtual meetings is that each participant has his or her own device to participate in these meetings.

The present work aims to explore the knowledge that the students of the Master’s Degree in Teaching at the University of La Laguna have about the functions of educational guidance and their role as teachers and tutors. To this end, this paper presents a review of the role of educational guidance in a Secondary Education center and the role of the tutor. Teachers’ perception of the educational guidance and tutorial function, its importance and difficulties, and the evolution of initial training until reaching the current Master's degree is also presented. In addition, a mixed methodology is used, focused on a documentary analysis of the Title Verification and the teaching guides, a focus group interview, and a questionnaire on the self-perception of students of the competences in tutoring and educational guidance. The results show that students consider that the Master’s program does not include sufficient training with respect to their tutoring and mentoring functions. Finally, the conclusion is reached that the students do not consider themselves prepared to exercise the tutorial function and proposals are suggested to improve this training.