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Abstract

The study investigated the implementation and processes of the DREAMS Intervention Program (DIP) web-based classroom model for understanding Universal Human Values (UHV) among college-going youth mentors. The DREAMS (Desire, Readiness, Empowerment, Action, Mastery for Success) Intervention Program (DIP) is a transformative five-stage model that fosters psychosocial development and leadership skills among children and adolescents. This evidence-based three-year After-School-Program (ASP) was guided through the theoretical lens of motivation, goal-setting, and self-determination that pairs middle school underperformers with college-going youth mentors and senior adults from local communities. Universal Human Values (UHV) are deep-rooted values that are needed in the contemporary educational system and communities at large. UHV is transmitted through the community of senior adults to adolescents through DIP to further integrate value-based leadership and psychosocial development. This study implemented a method of purposive sampling where 106 mentors were recruited from four dynamic Higher Education Institutions (HEIs) through the DREAMS Outbound Leadership Training (OLT). The pertinent research questions solely addressed: (1) How does the DREAMS Intervention Program web-based classroom model or platform influence college-going mentors’ capacities to support middle school mentees? (2) To what degree does AI-driven automation decrease college-going mentors’ administrative workload? (3) What are the concerns or contextual challenges and benefits of hybrid online/offline engagement? (4) How operative or effective are AI-enabled toolkits, namely dashboards, goal-tracking, and automated constructive feedback? (5) What is the DREAMS Intervention Program web-based classroom model’s potential for scalability and sustainability? The study findings indicated that college-going youth mentors greatly perceived the application of the web-based model through the augmentation of sustained and adaptable mentorship across boundaries. These mentors also advocated that AI-automation can be applied for feedback, progress tracking, and scheduling, which is further grounded as operationalized enablers that upgrade mentoring competencies. There were mixed responses from the study participants that reflected barriers with digital accessibility, digital literacy, and time-management competencies. Finally, the youth mentors observed the virtual system as inclusive, scalable, and sustainable, further strengthening the DIP web-based classroom model as a transformative digitalised mentoring toolkit. These study insights further contribute to the developing repository of literature on virtual mentoring, AI-blended after-school interventions, sustainable value-driven psychosocial leadership development, and many other service-learning projects organized by HEIs.

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