Further education students who work in parallel are particularly exposed to challenges such as overscheduling and exhaustion. Learning Companions (LCs) in their role as virtual relationship-oriented chatbots or voicebots in education might facilitate the burden of learning through valuable interactions. Our contribution derives design knowledge for LCs as mindful time managers from a service-oriented perspective along the three layers of the value in interaction (ViU) model. By synthesizing the findings of a systematic literature review and user needs from six qualitative interviews with the target group, we derive 24 design requirements and iteratively synthesize five design principles emerging from the evaluation of a low-fidelity prototype. On a meta-level, we intend to contextualize a value-driven, service-oriented perspective on the design of information systems such as LCs.