Social Media Uses in the Classroom
Updated: Dec 11, 2025
Social media is prevalent in the lives of students, whether they are in high school or higher education. Social media is defined in several ways. A social media network allows participants to create a profile, connect with friends and acquaintances, add original content or share content of other users, and react to posted content (Cooper, 2025). Social media typically consists of user-generated content and is highly interactive.
Figure 1.
Social Media [Digital Image].
Note: Adapted from kanvasora, n.d., Blue and Orange Geometric Social Media Marketing Presentation. [Canva presentation].
Social media platforms engage users in different ways. Interestingly, the popularity of a platform does not necessarily equate with higher engagement nor potential learning gains (Arumugam et al., 2025). Engagement is typically indicated by the number of subscribers or followers, likes or other reactions, views, original posts, and comments. However, simply because a platform has many users or subscribers does not mean that it has value in an educational setting. Therefore, one must consider the characteristics of each platform and determine their potential usefulness for learning. This article will consider the effectiveness of Facebook, YouTube, Whatsapp, and X.
Facebook can be useful in an educational setting because private groups can be created with access controlled by an administrator—in this case, an instructor. With a class Facebook group, students can post original videos, photos, or original writing. Then fellow students can respond directly under a post, keeping interactions organized. Facebook groups also allow users to upload files, which could be an effective way to share writing for peer review. Facebook can build interpersonal relationships and a sense of community outside of a classroom. However, students may be vulnerable to unintentional information. Although Facebook has existed for over 20 years and continues to be used, it appeals to an older audience, which may deter engagement in a educational context.
YouTube
YouTube is a powerful tool for entertainment as well as sharing information. Therefore, its effectiveness in learning environments is well documented. Educators can find already existing content to supplement their curriculum, or they can create their own original content for students to access asynchronously. For example, educators can record themselves presenting a lesson with accompanying visual aids (slide presentations). One practical use of YouTube is for students to access a lecture when a teacher cannot present the lesson live (due to absence or in a hybrid setting). YouTube can become more effective by using Edpuzzle. Educators upload YouTube videos to Edpuzzle and then add questions and other slides throughout the video to increase comprehension and assess learning. Adding an interactive element to a YouTube video increases student engagement. A negative aspect of using YouTube videos include the time instructors must spend trying to find an ideal video to present as well as ensuring the language and content is age and context appropriate (Imathiu, 2018).
Whatsapp is a messaging platform that has great potential benefits in a learning environment. Groups can be created for one class with students discussing course content, messaging, and sharing documents and photos. The app can be used on either a cell phone or computer, but a cell phone is needed to set up an original account. Once again, parental permission will be required for underaged students. Privacy settings an be altered to protect one’s IP address, so location is not shared which enhances safety for users. However, user’s phone numbers are not hidden, so this could be a concern for users and guardians. Despite some of its drawbacks, Whatsapp has been shown to improve collaboration and build feelings of community in academic groups (Lee et al., 2023). In addition, the platform improves academic performance through effective team communication.
X/Twitter
X (formerly Twitter) is a social media platform consisting of short, concise messages. Numerous studies have verified the usefulness of X/Twitter on learning outcomes. X users may use the platform for professional learner networking (Carpenter & Morrison, 2018). Users may follow experts or discover mentors to share their experiential knowledge. Moreover, X may be used to present course content and answer student questions shortly before assessments (Joseph et al., 2023). X can widen perspectives as students search diverse public opinions and content by using keywords marked by a hashtag. Another method for engaging students during presentations is to use X to live-tweet reactions and comments. X’s polling feature can be used to gather student reactions, opinions, and predictions. Lastly, students can practice argumentation by taking positions, citing evidence, and responding to counterarguments.
Critical Concerns of Privacy and Boundaries
One major issue with using social media is the infringement on the privacy of students and educators. Indeed, using social media in education blurs the boundaries between one’s private and academic lives. For educators, this can mean an invasion of privacy and jeopardized professional boundaries (Levy et al., 2024). For younger students, this can mean potential sharing of sensitive information which may put them at risk or behavior that is disrespectful and unprofessional. Student-to-student communication as well as student-to-instructor communication can easily become inappropriate or too familiar. For these reasons, parental permission will be necessary if using a public social media network for instructional purposes.
Another challenge with social media is the distraction users may encounter from unrelated content (Joseph et al., 2023). Not only can other social media content be non-educational, the posts may also be partially or completely false, biased, and unverified. Therefore, opponents question whether the drawbacks of social media are worth the benefits.
Conclusion
Educators must weigh the benefits and drawbacks of entering the social media world with students. Using familiar platforms can build rapport between students and with instructors. On the other hand, individuals that have chosen to remain disengaged from social media may find the necessity of participation for educational purposes distasteful and uncomfortable.
References
Arumugam, P., Sriram, K., & Rega, R. (2025). Bridging the Digital Frontier: The Integration of Social Media Strategy and Promotion in India’s Top 10 Institutes of Technology. International Journal of Information Science & Management, 23(2), 19–38. https://doi.org/10.22034/ijism.2025.2025764.1477.
Carpenter, J. P., & Morrison, S. A. (2018). Enhancing teacher education … with Twitter? The Phi Delta Kappan, 100(1), 25–28.
Cooper, P. G. (2025). Social Media. Salem Press Encyclopedia.
Imathiu, S. (2018). Use of Web 2.0 Technologies as Mediation Tools in Higher Education with Focus on YouTube. Current Research Journal of Social Sciences and Humanities (CRJSSH), 1(1), 21–28.
Joseph, M. A., Natarajan, J., Seshan, V., Roach, E. J., Omari, O. A., & Karkada, S. (2023). Effects of Twitter use on academic performance and satisfaction in a pathophysiology course among Omani nursing students: a quasi-experimental study. BMC Nursing, 22(1), 1–9. https://doi.org/10.1186/s12912-023-01609-x
kanvasora. (n.d.). Blue and Orange Geometric Social Media Marketing Presentation [Canva presentation]. https://www.canva.com/design/DAG6q1-JEto/IEPJzy-v4s-4NvNBLdhZGw/edit?ui=eyJBIjp7fX0
Lee, C. E., Chern, H. H., & Azmir, D. A. (2023). WhatsApp Use in a Higher Education Learning Environment: Perspective of Students of a Malaysian Private University on Academic Performance and Team Effectiveness. Education Sciences, 13(3), 244. https://doi.org/10.3390/educsci13030244
Levy, R., Asman, O., & Barnoy, S. (2024). Boundary-blurred behaviors in academic teachers-students facebook interaction: are guidelines needed? A cross-sectional study. BMC Nursing, 23(1), 1–11. https://doi.org/10.1186/s12912-024-02466-y
Comments