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.

翻译：本研究探讨了一项基层、志愿者驱动的点对点（P2P）教育倡议的演变过程：它从对2023年土耳其地震的紧急响应，发展成为一个持续运行两年多、由40多名志愿者导师支持300多名中学生的可持续生态系统。采用解释性案例研究方法，我们通过参与式观察、焦点小组、问卷调查和协作愿景研讨会的三角验证数据，探究了在一个完全在线、非互惠的远龄同伴辅导环境中，实现长期韧性的社会技术动态。研究发现表明，虽然年龄相近有助于建立信任和开放沟通，但也给需要在同伴融洽关系与教学权威之间取得平衡的导师带来了挑战。志愿者的参与主要受内在动机驱动——教育影响力和社区归属感——而可选的微收入则被设想为实现长期可持续性的实际推动因素。受辅导者报告在自信心、自我表达和加速理解方面取得显著进步，并将这些成果归因于在“家庭般”的安全空间内进行的个性化、互动式辅导，这种辅导结合了学业指导与社会情感支持。值得注意的是，受辅导者将导师视为鼓舞人心的榜样，并表达了强烈的意愿，希望未来自己也能成为导师，从而设想出一种代际互惠的自我再生循环，将知识与团结代代相传。两个群体都呼吁建立一个专用平台，该平台应具备集成调度、个性化、反馈和质量保证机制。我们将这些见解综合成具有理论依据的启示，并提出了规模化可持续P2P学习生态系统的五项设计原则。