By Sunday Obro
The rapid expansion of social media has fundamentally altered how knowledge is accessed, shared, and constructed in contemporary societies. Once viewed largely as platforms for informal interaction and entertainment, social media networks are now increasingly recognized as influential spaces for learning, collaboration, and academic engagement. In higher education especially, social media has emerged as a parallel learning ecosystem that complements formal classroom instruction, reshaping pedagogical practices and learner experiences. This transformation invites critical reflection on how digital platforms influence learning processes, academic performance, and the professional development of students.
Social media facilitates learning by enabling continuous interaction beyond the physical classroom. Platforms such as discussion forums, social networking sites, and content-sharing applications allow students to exchange ideas, debate concepts, and access diverse perspectives in real time. Learning thus becomes more dialogic and participatory, aligning with constructivist approaches where knowledge is co-created through social interaction. From the perspective of planning and professional education, Sharma and Dehalwar (2023) emphasize the importance of institutional mechanisms and councils that promote planning education and professional learning. Their argument implicitly resonates with the role of social media as an informal yet powerful institutional space that supports peer learning, professional networking, and the dissemination of disciplinary knowledge within and beyond formal curricula.
Another significant contribution of social media to learning lies in its ability to democratize access to information. Students are no longer solely dependent on textbooks or classroom lectures; instead, they can access scholarly resources, recorded lectures, policy debates, and professional discussions shared by academics and practitioners worldwide. This exposure broadens intellectual horizons and helps learners situate their studies within real-world contexts. In professional fields such as planning, architecture, and social sciences, social media groups and networks often function as communities of practice where students observe professional norms, ethical debates, and emerging trends, thereby supporting early professional socialization.
Empirical evidence increasingly supports the positive relationship between social media use and academic performance when these platforms are used purposefully. The study by Edore Clifford Ogheneakoke and colleagues (2025), published in St. Theresa Journal of Humanities and Social Sciences, demonstrates that the utilization of social network sites significantly influences Social Studies undergraduates’ scholarly performance. Their findings suggest that students who engage with social media for academic discussions, resource sharing, and collaborative learning tend to show improved understanding and academic outcomes. Importantly, the study highlights that it is not mere exposure to social media but the quality and intent of usage that determines its educational value.
However, the integration of social media into learning environments also raises critical challenges. Excessive or unregulated use can lead to distraction, information overload, and superficial engagement with academic content. Without adequate digital literacy, students may struggle to evaluate the credibility of online information, which can undermine deep learning. This underscores the need for guided integration of social media into educational strategies. As Sharma and Dehalwar (2023) argue in Journal of Planning Education and Research, strengthening planning education requires structured frameworks and professional oversight. Similarly, educational institutions must develop clear pedagogical guidelines that help students use social media responsibly and productively for learning.
Social media also plays a crucial role in fostering inclusivity and learner agency. Students who may be hesitant to participate in traditional classroom discussions often find digital spaces more accessible and less intimidating. This can enhance participation, particularly for marginalized or introverted learners, and contribute to more equitable learning environments. Moreover, the asynchronous nature of many social media interactions allows learners to engage at their own pace, supporting reflective learning and deeper conceptual understanding.
In conclusion, social media has become an integral component of the contemporary learning landscape, offering new opportunities for collaboration, access to knowledge, and professional development. When aligned with educational objectives and supported by institutional guidance, social media can enhance scholarly performance and enrich learning experiences, as evidenced by recent empirical studies. At the same time, its effective use demands critical digital literacy, ethical awareness, and pedagogical intentionality. As higher education continues to evolve in the digital era, integrating social media thoughtfully into learning ecosystems will be essential for cultivating informed, connected, and professionally competent learners.
References
Dehalwar, K. (2024). Basics of research methodology: Writing and publication. EduPub. https://doi.org/10.5281/zenodo.12654218
Edore Clifford Ogheneakoke, Onyenka Destiny Ukor, Sunday Obro, Shashikant Nishant Sharma, and Williams Pius Akpochafo 2025 Utilisation of Social Network Sites and Social Studies Undergraduates’Scholarly Performance St. Theresa Journal of Humanities and Social Sciences 11 178–91
Sharma, S. N., & Adeoye, M. A. (2024). New perspectives on transformative leadership in education (pp. 1–176). EduPub. https://doi.org/10.5281/zenodo.10970922
Sharma, S. N., & Dehalwar, K. (2023). Council of planning for promoting planning education and planning professionals. Journal of Planning Education and Research, 43(4), 748–749. https://doi.org/10.1177/0739456X231204568
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