From Earthquake Solidarity to Educational Equity: Conceptualizing a Sustainable, Volunteer-Driven P2P Learning Ecosystem at Scale
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arXiv
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| Auteurs principaux: | , , , |
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| Format: | Preprint |
| Publié: |
2026
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| _version_ | 1866908837524537344 |
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| author | Kaplan, Öykü Przybyłek, Adam Neumann, Michael Iivari, Netta |
| author_facet | Kaplan, Öykü Przybyłek, Adam Neumann, Michael Iivari, Netta |
| contents | This study examines the evolution of a grassroots, volunteer-driven peer-to-peer (P2P) educational initiative from an emergency response to the 2023 Türkiye earthquake into a sustainable ecosystem that operated for over two years and supported 300+ middle-school learners with 40+ volunteer tutors. Employing an interpretive case study approach, we triangulated data from participant observation, focus groups, questionnaires, and collaborative visioning workshops to investigate the socio-technical dynamics enabling long-term resilience in a fully online, nonreciprocal far-peer tutoring setting. Our findings reveal that while age proximity fosters trust and open communication, it also poses challenges for tutors who must balance peer rapport with instructional authority. Volunteer engagement is driven primarily by intrinsic motives - educational impact and community belonging - while optional micro-earning is envisioned as a practical enabler for long-term sustainability. Tutees report significant gains in confidence, self-expression, and accelerated comprehension, attributing these outcomes to personalized, interactive sessions within a "family-like" safe space that combines academic instruction with socio-emotional support. Notably, tutees view tutors as aspirational role models and express strong intentions to return as tutors themselves, envisioning a self-regenerating cycle of intergenerational reciprocity that carries knowledge and solidarity from generation to generation. Both cohorts call for a dedicated platform featuring integrated scheduling, personalization, feedback, and quality assurance mechanisms. We synthesize these insights into theory-informed implications and five design principles for sustainable P2P learning ecosystems at scale. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2602_15432 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | From Earthquake Solidarity to Educational Equity: Conceptualizing a Sustainable, Volunteer-Driven P2P Learning Ecosystem at Scale Kaplan, Öykü Przybyłek, Adam Neumann, Michael Iivari, Netta Computers and Society H.4.0 This study examines the evolution of a grassroots, volunteer-driven peer-to-peer (P2P) educational initiative from an emergency response to the 2023 Türkiye earthquake into a sustainable ecosystem that operated for over two years and supported 300+ middle-school learners with 40+ volunteer tutors. Employing an interpretive case study approach, we triangulated data from participant observation, focus groups, questionnaires, and collaborative visioning workshops to investigate the socio-technical dynamics enabling long-term resilience in a fully online, nonreciprocal far-peer tutoring setting. Our findings reveal that while age proximity fosters trust and open communication, it also poses challenges for tutors who must balance peer rapport with instructional authority. Volunteer engagement is driven primarily by intrinsic motives - educational impact and community belonging - while optional micro-earning is envisioned as a practical enabler for long-term sustainability. Tutees report significant gains in confidence, self-expression, and accelerated comprehension, attributing these outcomes to personalized, interactive sessions within a "family-like" safe space that combines academic instruction with socio-emotional support. Notably, tutees view tutors as aspirational role models and express strong intentions to return as tutors themselves, envisioning a self-regenerating cycle of intergenerational reciprocity that carries knowledge and solidarity from generation to generation. Both cohorts call for a dedicated platform featuring integrated scheduling, personalization, feedback, and quality assurance mechanisms. We synthesize these insights into theory-informed implications and five design principles for sustainable P2P learning ecosystems at scale. |
| title | From Earthquake Solidarity to Educational Equity: Conceptualizing a Sustainable, Volunteer-Driven P2P Learning Ecosystem at Scale |
| topic | Computers and Society H.4.0 |
| url | https://arxiv.org/abs/2602.15432 |