LEARNING TRAJECTORIES OF INCLUSIVE LEARNERS IN AN INTENSIVE PEER-TO-PEER LEARNING ENVIRONMENT: POOL-TO-MAIN-TRACK TRANSITION AND PERSISTENCE

Abstract

This article examines the learning trajectories of inclusive learners in an intensive digital learning environment based on peer-to-peer interaction, project-based progression, and the absence of traditional instructors. The study covers the period from November 2024 to May 2026 and includes 24 learners identified by the campus as belonging to the inclusive group, together with non-inclusive peers from the same pool and main-track cohorts. The quantitative phase of a sequential explanatory mixed-methods design integrates administrative pool snapshots, main-track rosters, and platform profile data. Pool-to-main-track transition rates were compared using Fisher’s exact test; proportions were reported with Wilson 95% confidence intervals; and within-group platform indicators for inclusive learners were examined using the Mann–Whitney U test. The aggregate transition rate was 54.5% for inclusive learners and 74.7% for non-inclusive peers, representing a statistically significant difference (p = 0.046). Main-track deactivation rates did not differ significantly between the groups (23.1% vs. 16.5%; p = 0.46). The findings indicate that meaningful inclusion in intensive peer-driven education requires not only open access but also accessible peer-review channels, inclusive group interaction, and flexible learning design.