Pedagogical Innovation with Social Media: A Case Study of Student Engagement, Digital Literacy, and Teaching Transformation in Post-Secondary Education

Abstract

The study examines the revolutionary role of the social media in the post-secondary education as a way of inspiring a new pedagogical concept. The study guides are based on a qualitative case study and selected hybrid communication course at a university in South Asia. The authors investigate the impact of such platforms as Facebook, YouTube, and TikTok on student learning, digital literacy, and teaching. Data triangulation using reflections of the students, faculty interviews, and logs of social media activity were used to present an all-inclusive picture of this transforming educational environment. These results show that when the use of these platforms is made structured and purposeful, then it can make possible a participatory culture of learning, development of teaching the digital skills of critical thinking among students, and a fundamental decomposition of the roles of teaching. Still, there are some obstacles like digital distractions or unfair preparation in technology and moderation that make the implementation difficult. The current paper offers original empirical data to the emerging body of literature on technology-enriched education, and especially by providing a study directed at the application of social media to the pedagogical contexts of the global south that essentially has its academic landscape marked as flowing and resource poor.