The Peer Facilitator as Co-educator and Learner: Exploring the Dual Role, Development, and Ethical Considerations in University Peer Support Programs

DOI

10.2991/978-2-38476-521-8_9How to use a DOI?

Keywords

Peer Assisted Learning; Peer Facilitator; Academic Development

Abstract

Peer-assisted learning (PAL) has become an integral element of higher education, offering academic support while fostering collaboration among students. Central to these initiatives are peer facilitators, who occupy a dual role as both co-educators and learners. This study explores the lived experiences of peer facilitators at Mangosuthu University of Technology, focusing on how they navigate their hybrid identity, ethical dilemmas, and institutional challenges within the South African context. Using a mixed-methods survey design, data were collected from facilitators across three faculties, combining quantitative analysis of confidence, preparedness, and support with qualitative insights into strategies, barriers, and developmental benefits. Findings reveal that facilitators play a pivotal role in high-demand, conceptually challenging modules, often supporting large student cohorts that underscore the importance of PAL. While participants expressed confidence in maintaining confidentiality and handling inappropriate requests, they identified limited ethical training and institutional support as significant gaps. Structural barriers, including inadequate venues, poor scheduling, and lack of recognition, further constrained their effectiveness. Despite these challenges, facilitation was seen to enhance leadership, problem-solving, and employability, though the absence of clear career pathways limited long-term benefits. The study concludes that peer facilitators are essential contributors to academic success but require stronger ethical training, logistical support, mentorship, and recognition to maximize their potential. Recommendations include structured professional development, improved institutional coordination, workload management, and context-specific strategies tailored to South Africa’s diverse student population. Strengthening these areas will enhance facilitator development and ensure the sustainability of PAL programs.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Nonhlanhla Joyisa
PY  - 2025
DA  - 2025/12/29
TI  - The Peer Facilitator as Co-educator and Learner: Exploring the Dual Role, Development, and Ethical Considerations in University Peer Support Programs
BT  - Proceedings of The Focus Conference (TFC 2025)
PB  - Atlantis Press
SP  - 111
EP  - 122
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-521-8_9
DO  - 10.2991/978-2-38476-521-8_9
ID  - Joyisa2025
ER  -