Abstract
This study examines a grassroots, volunteer-driven peer-to-peer (P2P) educational initiative that emerged following a catastrophic earthquake and evolved into a sustainable educational program lasting over two years. Employing an interpretive case study approach—including participant observation, focus groups, and questionnaires—we explore the motivations and experiences of both tutors and learners, the perceived effectiveness of the online P2P model, and the barriers and enablers to scaling such initiatives. Our key findings indicate that while age proximity fosters trust and effective communication, it also poses authority challenges for tutors. Tutor engagement was fueled mainly by intrinsic motivators such as pursuing educational impact and community belonging. Learners reported significant gains in confidence, self-expression, and accelerated comprehension, attributing this to personalized, interactive sessions. Both cohorts called for a dedicated platform with enhanced features, such as built-in scheduling to overcome logistical hurdles. Finally, we articulate transferable principles for scaling P2P models, including flexible micro-volunteering pathways, strategic recruitment, and diversified funding.
Paper Type
Full Paper
DOI
10.62036/ISD.2025.103
From Post-Disaster Support to Educational Equity: Conceptualizing a Volunteer-Driven Online Peer-to-Peer Learning Ecosystem at Scale
This study examines a grassroots, volunteer-driven peer-to-peer (P2P) educational initiative that emerged following a catastrophic earthquake and evolved into a sustainable educational program lasting over two years. Employing an interpretive case study approach—including participant observation, focus groups, and questionnaires—we explore the motivations and experiences of both tutors and learners, the perceived effectiveness of the online P2P model, and the barriers and enablers to scaling such initiatives. Our key findings indicate that while age proximity fosters trust and effective communication, it also poses authority challenges for tutors. Tutor engagement was fueled mainly by intrinsic motivators such as pursuing educational impact and community belonging. Learners reported significant gains in confidence, self-expression, and accelerated comprehension, attributing this to personalized, interactive sessions. Both cohorts called for a dedicated platform with enhanced features, such as built-in scheduling to overcome logistical hurdles. Finally, we articulate transferable principles for scaling P2P models, including flexible micro-volunteering pathways, strategic recruitment, and diversified funding.
Recommended Citation
Kaplan, Ö., Przybylek, A. & Neumann, M. (2025). From Post-Disaster Support to Educational Equity: Conceptualizing a Volunteer-Driven Online Peer-to-Peer Learning Ecosystem at ScaleIn I. Luković, S. Bjeladinović, B. Delibašić, D. Barać, N. Iivari, E. Insfran, M. Lang, H. Linger, & C. Schneider (Eds.), Empowering the Interdisciplinary Role of ISD in Addressing Contemporary Issues in Digital Transformation: How Data Science and Generative AI Contributes to ISD (ISD2025 Proceedings). Belgrade, Serbia: University of Gdańsk, Department of Business Informatics & University of Belgrade, Faculty of Organizational Sciences. ISBN: 978-83-972632-1-5. https://doi.org/10.62036/ISD.2025.103