Peer-to-Peer mentoring and its potential benefits for International Baccalaureate Grade 11 and Pre-IB Grade 10 students working on project-based assignments in an international school in China

Abstract

This hypothetical case study proposes a peer-to-peer mentoring scheme that could be introduced in an international school in China. The main research question asks whether this form of peer mentoring intervention could support students who are new to the International Baccalaureate and its use of project-based assignments. This is of interest because the targeted students would have come from a Chinese education background and have limited exposure to project-based assignments thus far. By aligning the proposed intervention with the literature on peer mentoring, it seems likely that a peer-mentoring intervention could have positive benefits for both mentee and mentor and it is recommended as a way to support transition.