The Role of Social Media in Fostering Academic Engagement in Higher Education: A Systematic Review

Abstract

The speedy evolution of social media has completely reconfigured communication and learning landscapes, especially those of postsecondary education. This systematic review examines social media's use to enhance the academic system for teachers and learners globally. Drawing from a systematic review of peer-reviewed articles within the last decade, the article emphasizes the types of platforms and teaching methods for academic use of social media. Findings indicate that social media technologies (Facebook, Twitter, YouTube, and more recently, Instagram and LinkedIn) are becoming ever more popular as a setting for collaborative learning, peer-to-peer interaction, knowledge-sharing, and student engagement. The Literature review also points towards geographical differences in uptake, the role of digital literacy, and challenges over distraction, privacy, and institutional controls. This study, along with the potential negative effects, suggests a significant contribution to institutions, policymakers, and researchers who wish to introduce social media strategically in higher education to improve student engagement and academic performance. Evidence indicates that, in addition to other platforms (e.g., Facebook, Twitter, YouTube, WhatsApp, LinkedIn, and Instagram as of late), Instagram and TikTok are highly utilized to support real-time communication, collaborative learning environments, peer support, sharing academic materials, and engagement with the teacher and peers. Lastly, the analysis indicates that social media affects learners' motivation, engagement, reflective thinking, and accomplishment if utilized in organized and pedagogically supported formats.