Peer tutoring in higher education: power from pedagogical training

Pengyu Lin (), Qingqing Zhou, Jingyu Ma, Xiangxin Wang and Jiang Wu
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Pengyu Lin: Wenzhou-Kean University
Qingqing Zhou: University of Illinois Urbana-Champaign
Jingyu Ma: Wenzhou-Kean University
Xiangxin Wang: Wenzhou-Kean University
Jiang Wu: Wenzhou-Kean University

Palgrave Communications, 2025, vol. 12, issue 1, 1-13

Abstract: Abstract This study highlights the transformative impact of pedagogical training on peer tutors, showing a notable reduction in controlling teaching styles among trained tutors compared to those without such training. Using a mixed-methods approach, researchers demonstrated profound improvements in tutors’ teaching skills and tutees’ satisfaction and academic confidence. It reveals that peer tutors refine their instructional methods and develop distinct teaching personas, clearer communication, and enhanced engagement strategies, resulting in higher tutee satisfaction. The data underscores the importance of constructing a BOPPPS framework and fostering active interaction between tutors and tutees to create an immersive learning environment that supports both academic progress and personal growth. Additionally, semi-structured interviews highlighted tutees’ varied responses to different tutoring sessions, showing a preference for sessions using scaffolding strategies, a technique tutors acquired through pedagogical training.

Date: 2025
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DOI: 10.1057/s41599-025-04860-6

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