从地震团结到教育公平：构建一个可持续、志愿者驱动的规模化P2P学习生态系统
From Earthquake Solidarity to Educational Equity: Conceptualizing a Sustainable, Volunteer-Driven P2P Learning Ecosystem at Scale
AI总结：
本研究探讨了通过志愿者驱动的P2P学习生态系统实现教育公平的可持续方法，强调志愿者内在动机与社区归属感在长期可持续性中的作用。
摘要：
本研究考察了一个从应急响应到2023年土耳其地震的基层、志愿者驱动的同伴对同伴（P2P）教育项目的发展过程，将其从应急响应发展为一个可持续的生态系统，该生态系统运营超过两年，支持了300多名中学生，由40多名志愿者导师辅导。采用解释性案例研究方法，我们通过参与者观察、焦点小组、问卷和协作愿景工作坊的数据进行三角分析，以研究在完全在线、非互惠远-peer辅导环境中促进长期韧性的社会技术动态。我们的发现表明，虽然年龄接近促进了信任和开放沟通，但这也对导师提出了挑战，他们必须在同伴关系与教学权威之间进行平衡。志愿者参与主要由内在动机驱动——教育影响和社区归属感，而可选的微收入被设想为长期可持续性的实用促进因素。受辅导者报告了显著的自信心、自我表达和加速理解的提升，这些成果归因于个性化、互动性的会议，以及结合学术指导与社会情感支持的“家庭式”安全空间。值得注意的是，受辅导者将导师视为向往的榜样，并表达了强烈意愿作为导师回归，设想了一个跨代际互惠循环，将知识和团结从一代传递到下一代。两个群体都呼吁一个专门的平台，该平台具有整合的日程安排、个性化、反馈和质量保证机制。我们将这些见解综合成理论指导的启示，并提出五个设计原则，用于构建可扩展的可持续P2P学习生态系统。
英文摘要：
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.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
