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Teachers turn to many sources for support and professional learning, including social media-based communities that have shown promise to help teachers access resources and facilitate productive exchanges. Although such online communities show promise, questions about their quality for providing a suitable learning environment remain insufficiently answered. In this study, we examine how teachers' engagement on Twitter (now known as "X") may adhere to characteristics of high-quality professional development (PD) activities. In that, we employ advanced conversational analysis techniques that extend the primarily descriptive methods used in prior research. Specifically, we collected data from three Twitter communities related to Advanced Placement Biology (N = 2,040 tweets, N = 93 teachers). Qualitative two-cycle content analyses derived both tweet content and sentiment. Using epistemic network analyses, we examined the collaborative structures to examine how participation patterns can identify characteristics of high-quality online PD. Results indicate that some teachers use Twitter with a content focus and coherent to their individual contexts and prior knowledge. Notably, differences in collaboration and participation patterns by teachers' overall activity level hint at the existence of an online community of practice. More active teachers communicated more about how their individual contexts relate to instruction, whereas less active teachers exhibited more targeted engagement, for instance, related to sharing teaching resources and organizing learning opportunities. Overall, this study illustrates how Twitter may provide a meaningful learning environment to teachers so that it can serve as a relevant avenue for their professional learning.

Social networking service platforms and social media have generated a significant amount of discussion and debate regarding their use in second or foreign language learning. However, leveraging digital tools with pedagogical constructs to enhance accessibility and engagement in teaching and learning English idiomatics has not received equal attention. Consequently, discovering new modes of learning in the formulation and implementation of English idiomatics instruction in the modern digital age is a must. This study investigated Chinese EFL learners' development of idiomatic competence. It examined English vivid phrasal (VP) idiom learning in classrooms supporting WeChat use vis-à-vis the classrooms supporting traditional modes of language instruction without WeChat. It also explored the extent to which WeChat-enhanced instruction can affect learners' motivation, attitude, collaboration, and experience. The participants of this study were 55 first-year English major students who took part in an intensive, eight-week idiom-training module. A pre- /post-test and a questionnaire were used to uncover how a WeChat-driven learning environment can mediate the way students acquired Post-Lexical Level (PLL) VP idioms and what their general perceptions towards using WeChat in the idiom-oriented activities were. The results indicated that there was a statistically significant difference in achievement between the WeChat-enhanced group and the traditional face-to-face group. Analysis of data further revealed that peer interactions supported by WeChat are likely to be essential learning constructs in furthering idiomatic competence development.

Access to youth culture by adolescents has changed as new communication technologies have found new ways of offering media content to viewers. Adolescents today access more content more frequently. However, the greater their exposure, the higher the likelihood of this leading to risk behaviors such as access to pornography, plagiarism, piracy and copyright violation. The aim of the present study is, therefore, to determine the frequency of these risk behaviors linked to the Internet content accessed and downloaded by minors, analyzing this variable in accordance with gender, age and context (Spain, Italy and Greece). We analyzed the responses provided by 2,529 adolescents (1,264 girls/1,262 boys) aged between 10 and 17 years from Spain, Italy and Greece. In general, adolescent boys, especially those aged 16 and 17 years, reported engaging more frequently in risk behaviors, particularly in reference to accessing youth culture content. Likewise, in terms of context, the highest means were observed among participants from Attica (Greece) and the Madrid Region (Spain), whereas the lowest means were observed in the Marche Region (Italy) and Navarre (Spain). The results revealed statistically significant differences in terms of gender, age and context. Thereby, they highlight the importance of focusing on media education from a gender perspective.

Vaccines are an essential public health resource for disease containment and reduction of associated mortality rates. With the emergence of COVID-19, public debates on the themes of vaccines and vaccination processes became important topics on diverse media and social networking platforms. In this article, our objective was to identify and reflect on the emotions evoked in the Brazilian public with respect to the COVID-19 vaccine during 2020 and 2021 on Facebook. To achieve this, we used the Crowdtangle graphical interface to extract complete copies of posts made by public Facebook profiles during this timeframe, from which a random sample of 1,067 posts was selected for analysis. Identification of emotions was performed using the Human-Machine Interaction Network on Emotion (HUMAINE) descriptors as a baseline reference. Emotions were then grouped into categories following Core Affect Model guidelines. Data analysis and interpretation indicated a prevalence of positive emotions such as trust, interest, and hope directed toward vaccines in the Brazilian domestic scenario. Negative emotions such as worry and disapproval were also expressed, albeit in reference to contextual issues (for example, the spread of COVID-19, delays in vaccine access, and the emergence of new variants) and public figures, such as the President of Brazil.

This study aims to determine the school management strategies employed by AR schools during the pandemic and develop a School Strategic Improvement Plan (SSIP) based on the findings of a TOWS analysis. The study utilized an explanatory mixed-methods design that involved two phases. In Phase 1, a self-constructed questionnaire was administered to 71 purposively sampled respondents to assess the five facets of school management. Phase 2 employed semi-structured interviews to further support or refute the collected data in Phase 1. The findings revealed that AR schools effectively navigated the challenges of the pandemic by implementing various strategies. Collaborative meetings were established at the onset of the pandemic. Furthermore, the schools prioritized the development of leadership skills, knowledge, and abilities through training and professional development opportunities. The schools also modified their calendars, plans, and programs to suit the evolving needs of the students. Thus, 21st-century skills and competencies were integrated into the curriculum. To ensure effective monitoring, the schools invested in new/additional Learning Management Systems. To strengthen the school-parent relationship, the schools developed group chats and other communication channels to disseminate important announcements and information. Additionally, orientations, meetings, and seminars were conducted to educate parents. To engage with the community, AR schools intensified their presence through social media campaigns and promotions. Moreover, they actively organized and participated in outreach programs, fostering meaningful connections with the community. Based on these findings, the study proposes a comprehensive School Strategic Improvement Plan (SSIP) to enhance school management strategies further. This plan aims to sustain the positive outcomes achieved during the pandemic and position AR schools for continued success in the future. Keywords: School Management Strategies (SMS), AR schools, School Strategic Improvement Plan (SSIP)

Objectives: WhatMakesUs is a digital media campaign aimed at reducing mental health stigma in the Greater Omaha-Council Bluffs metropolitan area. This study evaluated the campaign's impact at the end of the second year of the campaign by examining different aspects of mental health stigma, including social distance, attitudes, behaviours and self-efficacy, among campaign-aware (CA) individuals and non-campaign-aware (NCA) individuals. The study also explored the campaign's feasibility and potential for adaptation to other parts of the USA. Design, Setting, and Method: A cross-sectional online survey was conducted in the campaign's implementation area. Respondents were recruited through a panel recruiting company using non-probabilistic methods. Digital metrics from the campaign's social media accounts and website were collected and analysed using Google Analytics. Results: CA respondents exhibited lower social distance and stigmatising attitudes and beliefs, and more positive behaviours and self-efficacy towards people with mental health conditions (MHCs) compared to NCA respondents. A significantly higher proportion of CA respondents reported living with (p = 0.001), working with (p = 0.005), and having close friendships with individuals with MHCs (p = 0.043). CA respondents found therapy and counselling effective treatments for MHCs (p = 0.005), greater comfort in providing support to individuals with MHCs (p < 0.001), pursued steps to improve their own mental health (p = 0.032) and perceived their workplaces taking an active role in their mental health (p = 0.029), when compared to NCA respondents. Digital metrics indicated successful engagement with the campaign's intended audience. Conclusion: Findings highlight the impact of digital campaigns in addressing the stigmatisation of MHCs and provide valuable insights for future campaigns.

Objective: This paper examines the ways in which young people in Eastern Canada learn about menstruation and construct personal period pedagogies through embodied experiences and encounters with digital and social media. Design: A qualitative exploratory approach was undertaken to elicit the stories and voices of young people who menstruate. Menstruation is conceptualised as a deeply bio-social phenomenon and knowledge was understood as created, contested and negotiated across settings and contexts. Methods: Semi-structured interviews were conducted with nine university students (ages 19-23 years) in Eastern Canada as part of a pilot project informing a broader study about menstruation education and menstrual experiences. To be eligible for inclusion, participants were required to have experienced one menstrual cycle in the past 6 months and engaged with social media at least once per week. Setting: This project was conducted in a small University town in Maritime Canada. Results: Young people interviewed learned about menstruation through knowledges assembled from conversations family members and peers, educational and medical settings and content encountered on social and digital media. Three themes were developed from the analysis. The first two capture how young people actively try to 'Fill in the Gaps' left by conventional menstrual education approaches and therefore turn to informal and narrative knowledges circulating on social media in efforts to answer the question 'Am I normal'. The third theme describes how participants actively 'Balance Authority and Intimacy' when seeking menstrual information that resonates with their embodied experiences. Conclusion: Substantial gaps exist in the menstrual knowledges available to young people, particularly in relation to the embodied and emotional dimensions of having and managing a period. Digital and social media have the capacity to contribute to personal period pedagogies by acknowledging and exploring aspects of menstruation not adequately addressed in other contexts.

Objective: This study aimed to evaluate how health educators use emotional appeals on the social media site TikTok to promote well-being, engage audiences and reduce mental health stigma. Design/Method: Our research team conducted a quantitative content analysis of 400 TikTok videos centred on health education. We evaluated the frequency of mental health content compared with general health education content and associated views, engagement and use of emotional appeals. Results: Mental health content frequently appeared in #EduTok health videos and earned significantly greater reach than general health content. However, videos discussing mental health earned less engagement and relied less on emotional appeals. Mental health content mainly relied on affiliation, hope and sorrow message appeals, although the presence of these appeals did not significantly affect engagement. General health content utilised personal stories, expert credentials and emotional appeals more frequently than mental health content. Conclusion: Evidence from this research suggests that mental health educational content underperforms general health videos and underutilises emotional appeals on TikTok. Health educators must critically analyse and adjust message strategies to enhance audience reception, taking note of success across health topics. We discuss the implications for how practitioners can use TikTok to reduce stigma and promote positive mental health with emotionally engaging content, especially among young audiences.

Recently, there has been an emphasis on keeping the study of anatomy using donor material confined to the domain of medical and allied healthcare professionals. Given the abundance of both accurate and inaccurate information online, coupled with a heightened focus on health following the COVID-19 pandemic, one may question whether it is time to review who can access learning anatomy using donors. In 2019, Brighton and Sussex Medical School (BSMS) obtained a Human Tissue Authority Public Display license with the aim of broadening the reach of who could be taught using donor material. In 2020, BSMS received its first full-body donor with consent for public display. Twelve workshops were delivered to student groups who do not normally have the opportunity to learn in the anatomy laboratory. Survey responses (10.9% response rate) highlighted that despite being anxious about seeing inside a deceased body, 95% felt more informed about the body. A documentary "My Dead Body" was filmed, focusing on the rare cancer of the donor Toni Crews. Viewing figures of 1.5 million, and a considerable number of social media comments highlighted the public's interest in the documentary. Thematic analysis of digital and social media content highlighted admiration and gratitude for Toni, the value of education, and that while the documentary was uncomfortable to watch, it had value in reminding viewers of life, their bodies, and their purpose. Fully consented public display can create opportunities to promote health-conscious life choices and improve understanding of the human body.

While a great deal has been published about the educational value of social networking sites (SNSs) for teachers, less has focused on teachers who are arguably more dependent on these virtual platforms for informal professional learning due to financial constraints and a lack of regular in-service professional development. Situating this study in Vietnam and focusing on teachers teaching English as a foreign language, we examined how these teachers have adapted SNSs, a tool typically used in leisure and social life, into online personal learning networks. The evidence was collected from 393 teachers' responses to an online survey. The results from descriptive and non-parametric inferential tests revealed three main findings: (1) Teachers engage in a variety of professional learning activities using SNSs with high frequency, regardless of their self-perceived levels of technology competence or teaching experience; (2) Teachers make use of online groups on SNSs for professional topics and their preferences of topics are not likely to be determined by their experience, except for the topics of classroom management techniques and knowledge about learners; (3) The most decisive factors these teachers associated with effective professional learning on SNSs include time availability, reliability of information and materials, personal information privacy and desire to learn. Teachers' perceptions about these factors are influenced by the frequency of their SNS use and professional work experience. The implications of these findings for teacher professional development in Vietnam, and other countries in similar economic circumstances, are also discussed.

Mobile learning (M-learning), ChatGPT and social media are integral to university education, improving accessibility, personalization and interactive engagement in the learning process. This paper aimed to investigate the role of M-learning, ChatGPT and social media in university students' academic performance. It was a cross-sectional quantitative investigation, and data were collected from 600 university students through a self-developed questionnaire having four subscales (M-learning, ChatGPT, social media and academic performance). Simple linear regression and process macro were deployed to test study hypotheses. The analysis revealed that M-learning is a significant contributor to students' academic performance at the university level ([beta] = 0.460, t(598) = 12.663, p < 0.001). Social media were found to be significantly mediating the relationship between M-learning and academic performance with coefficient B = 0.267, SE = 0.038, t(597) = 7.08, p < 0.001, 95% CI [0.193, 0.341]. ChatGPT was significantly contributing to academic performance (B = 0.288, t(596) = 2.50, p = 0.013), but the interaction term had an insignificant effect on the relationship between M-learning and academic performance ([beta] = 0.292, t(596) = -0.43, p = 0.668). The study suggests that M-learning can improve students' performance. The influence of social media and the non-moderating role of ChatGPT indicate the need for strategic integration of these tools to enhance university students' outcomes. It is recommended that university students should judiciously use social media to enhance M-learning. In contrast, universities should foster this integration to achieve educational aims and explore how AI tools like ChatGPT can be optimally deployed to improve learning.

The popularity of social networks turns them into a legal method for promoting a healthy lifestyle, which benefits not only people but also different countries' governments. This research paper aimed to examine the Keep fitness app integrated into WeChat, Weibo and QQ as regards long-term improvements in health-related behaviors (physical activity, nutrition, health responsibility, spiritual growth, interpersonal relationships and stress management) and assess the associated risk of increased social media addiction. Students from Lishui University in China (N = 300) participated in this study, and they were formed into control and experimental groups. The Healthy Lifestyle Behavior Scale and Social Media Disorder Scale were used as psychometric instruments. The Keep app was found to improve respondents' scores on the parameters of physical activity, nutrition and health responsibility (P = 0.00). However, the level of dependence on social media did not change in either the control or the experimental group during the year of research (P [greater than or equal to] 0.05). It is concluded that fitness apps can be an effective tool to promote healthy lifestyles among young people in China and other countries. The feasibility of government investment in fitness apps to promote healthy lifestyles is substantiated.

There is tension about teachers' professional use of social media platforms, such as Pinterest, to access instructional resources for teaching science. Teachers' frequent use of Pinterest signals their perceived value despite concerns about the quality of the resources found there. These resources can constitute a part of teachers' network of resources, contributing in some ways and constraining in others. This study seeks to contribute to the discussion about online resources through an in-depth content analysis of 438 websites on Pinterest related to two elementary science topics: adaptation and force. Findings indicate the potential of Pinterest to expand the number and variety of examples available to teachers for both topics. However, findings also demonstrate ways resources for both topics could constrain teachers' knowledge systems: they may narrow teachers' vision of quality science instruction to engaging in activities and the resources for both topics may constrain teachers' knowledge of the science subject matter.

Nanolearning represents an educational methodology rooted in personalisation and the individualisation of the educational process, leveraging contemporary information technologies. Nanolearning, closely intertwined with self-regulated learning, entails an individual's capacity to plan, monitor and regulate their learning process, objectives and strategies. In nanolearning, information is presented in small, discrete fragments, necessitating students to autonomously manage their time and educational progress, thereby determining when and what to study. Nanolearning and TikTok can synergistically intersect, yielding innovative pedagogical approaches. TikTok, a popular social platform for sharing concise video clips, introduces a novel mode of information dissemination and interpersonal communication. Background: The introduction of a flexible education system that meets the individual requirements of a student is a burning need of our time. The study hypothesis is as follows: Will nanolearning be able to change the self-regulatory competence of the experiment participants and how exactly? Objectives: The current study aimed to determine nanolearning effectiveness in the context of students' self-regulation development. Methods: This was done using a self-regulation questionnaire addressed to a sample of 120 students of the Kokshetau University named after A. Myrzakhmetov. As a nanolearning platform, this study benefited from the TikTok app. Results: The results showed that the experimental group achieved significantly higher scores than the control group on goal setting, environmental structuring, task strategies, time management, help-seeking and self-evaluation. Conclusions: The results obtained can help develop a set of activities for the optimisation of the educational process to improve student professional competence.

This mixed-methods study examines how pre-service teachers select instructional videos on YouTube for physics teaching. The study focuses on the role of surface features that YouTube provides (e.g., likes, views, thumbnails) and the comments underneath the videos in the decision-making process using videos on quantum physics topics as an example. The study consists of two phases: In phase 1, N = 24 (pre-service) physics teachers were randomly assigned to one of three groups, each covering a different quantum topic (entanglement, quantum tunneling, or quantum computing, respectively). From eight options provided, they selected a suitable video for teaching while their eye movements were tracked using a stationary eye tracker in a laboratory setting, and think-aloud data was collected. In the subsequent phase 2, participants were allowed to freely choose one YouTube video on a second topic of the above-mentioned ones while thinking aloud. The results reveal a significant emphasis on video thumbnails during selection, with over one-third of the fixation time directed towards them. Think-aloud data confirms the importance of thumbnails in decision-making, e.g., as evidenced by a categorization of the study participants' arguments and thoughts voiced. A detailed analysis identifies that participants did not rely on (content-related) comments despite they have been found to be significantly correlated with the videos' explaining quality. Instead, decisions were influenced by surface features and pragmatic factors such as channel familiarity. Retrospective reflections through a questionnaire including rating scale items support these observations. Building on the existing empirical evidence, a decision tree is proposed to help teachers identify high-quality videos considering duration, likes, comments, and interactions. The decision tree can serve as a hypothesis for future research and needs to be evaluated in terms of how it can help systematize the process of selecting high-quality YouTube videos for science teaching.

Since social media is increasingly pervasive in modern society, this bibliometric study aims to investigate its educational applications. Using the Scopus database, the bibliometric method analyses publications published between 2010 and 2022. The research indicates that student participation and ease of access are the two main benefits of using social media in the classroom. However, it also spreads misinformation and poses privacy and security risks. Articles that discussed how social media could be used in the classroom were found and organised using a bibliometric analysis based on their subject matter, year of publication, and authors. The research shows that between 2001 and 2020, there was a rise in the number of papers discussing the use of social media in the classroom. In addition, the top five countries in terms of annual publication output include the United States, the United Kingdom, Australia/India, and Canada. To further explore the connections between relevant articles, a co-citation network analysis was performed. Therefore, there must be strict rules and policies for using social media in education to address privacy and security concerns and the spread of false information.

In the realm of online learning, social media is emerging as an indispensable tool for student learning. While social media offers benefits for students, it is important to acknowledge that it can also exert adverse effects on them. Drawing inspiration from stress dynamics, coping models, and existing social media literature, our study delves into the ways in which technical stressors (specifically, techno-invasion and techno-overload) and social stressors (encompassing the sense of belonging, social interaction, and social support) give rise to psychological stress among students who excessively depend on social media for learning. This heightened stress subsequently leads to feelings of exhaustion and perceived irreplaceability, ultimately impacting their behavioral outcomes, notably academic performance. The model was tested using survey data collected from a sample of 249 university students in China. From the perspective of technical and social systems, this study presents that excessive usage of social media has the potential to impact the students' academic performance by contributing to their exhaustion and perceived irreplaceability.

Computer-assisted language assessment literacy (LAL) has gained momentum in English as a foreign language (EFL) teaching since computer-based education became particularly common in language education. As EFL teachers play a critical role in administering computer-assisted language assessments, Iranian EFL teachers need to learn, relearn, and improve their computer-assisted LAL. Iranian EFL teachers can use collaborative reflection (CR) to improve their computer-assisted LAL and practices. This study, therefore, qualitatively investigated how collaborative reflective practices can improve novice and experienced EFL teachers' computer-assisted LAL. To achieve the goals of the present study, we adopted an instrumental case study to explore how EFL teachers perceive the benefits, applications, and challenges of computer-assisted language assessment practices and how teachers could improve their computer-assisted LAL through virtual CR. Four novice and experienced EFL teachers were selected purposively to explore internet-based CR through social media, observations, and interviews. The data were qualitatively analyzed through inductive thematic analysis. The results of the study demonstrated that computer-assisted language assessment practices enhanced the quality of formative assessment and assessment for learning, authenticity, and meaningfulness of tasks, administration, scoring, and interpretation, among others. Furthermore, EFL teachers experienced various personal, social, educational, and professional advantages of their computer-based language assessment practices through internet-based CR. The pedagogical implications of the study for the development of computer-assisted LAL of EFL in-service language teachers through online reflective practices are discussed.

The rapid advancements in generative AI models present new opportunities in the education sector. However, it is imperative to acknowledge and address the potential risks and concerns that may arise with their use. We analyzed Twitter data to identify critical concerns related to the use of ChatGPT in education. We employed BERT-based topic modeling to conduct a discourse analysis and social network analysis to identify influential users in the conversation. While Twitter users generally expressed a positive attitude toward using ChatGPT, their concerns converged into five categories: academic integrity, impact on learning outcomes and skill development, limitation of capabilities, policy and social concerns, and workforce challenges. We also found that users from the tech, education, and media fields were often implicated in the conversation, while education and tech individual users led the discussion of concerns. Based on these findings, the study provides several implications for policymakers, tech companies and individuals, educators, and media agencies. In summary, our study underscores the importance of responsible and ethical use of AI in education and highlights the need for collaboration among stakeholders to regulate AI policy.

Emergency remote teaching of listening comprehension is a challenge requiring rethinking of the delivery methods and use of technologies. The paper presents an approach to teaching listening comprehension remotely to students of translating and interpreting for whom this skill will be crucial in their future profession. The aim of the study was to examine the impact of using YouTube videos with captions in listening comprehension lessons on the students' listening skills and their confidence in foreign language use. A standard questionnaire was used to record their learning experience. In spite of being taught remotely, students improved in listening comprehension and profited from being able to consider their individual needs during listening assignments. They used captions in comprehension difficulties similar to those in real life, such as strong accents, fast speech, and unknown words. Positive correlation was identified between the use of captions and students' performance in listening tests. It appears captions have a potential to help improve in listening, recognizing accents, segmenting connected speech, and acquiring new vocabulary.

This study explored the impact of incorporating interactive elements of YouTube, such as commenting and engagement, within social media-integrated writing activities. The aim was to examine how this approach influences the writing anxiety and writing performance of Korean English as a Foreign Language (EFL) learners. The participants, all of whom were first-year students at an intermediate English level, consisted of 115 EFL students. Among them, 58 were assigned to the experimental group, while the remaining 57 were part of the control group. The experimental group actively participated in social media-integrated writing activities that emphasized YouTube commenting and interactive engagement, while the control group engaged in traditional writing activities. Data collection involved pre- and post-writing tasks, accompanied by a pre- and post-questionnaire measuring second language (L2) writing anxiety. The findings revealed that the inclusion of YouTube commenting and interaction within social media-integrated writing activities was considerably more effective than traditional writing activities in reducing writing anxiety and enhancing writing proficiency. Specifically, the experimental group exhibited significant improvements in writing proficiency compared to the control group, and this improvement was observed across multiple dimensions including content, coherence, vocabulary, grammar, and mechanics. Additionally, the experimental group experienced a notable reduction in writing anxiety. These results highlight the importance of integrating interactive elements, such as YouTube commenting and engagement, in EFL writing instruction to alleviate writing anxiety and enhance writing proficiency among EFL learners. Furthermore, this approach offers innovative opportunities for language learning within educational settings.

This study aimed to explore the effects of active social network usage (ASNU) and passive social network usage (PSNU) on academic performance. Using a survey sample of 621 high school students in Taiwan, the results showed that PSNU did not associate with learning results, whereas ASNU may have its function on students' learning. Specifically, ASNU interacted with PSNU to predict high school students' academic performance. Moreover, ASNU undermined the academic performance of those with high PSNU, but not of those with low or medium PSNU. Additionally, for individuals with high PSNU and high ASNU, their performance mostly suffered. The results supported the work-life conflict theory, revealing that excessive social network sites (SNS) use, especially ASNU, might distract students from studying and, therefore, negatively impact their learning performance. The findings may contribute to the clinical and educational fields regarding adolescents' SNS-using behaviors and psychological development.

A shift in primacy from online participatory cultures to algorithmic cultures invites new questions about literacies in digital contexts. This article contributes to the conceptualisation of literacies in algorithmic cultures through sociomaterial and affect theories. It develops a sociomaterial perspective that proposes felt, observable moments of user-algorithmic co-productions of culture as a needed unit of analysis for researching contemporary, critical digital literacies. It then employs this unit as a starting point for analysing the interplay of feeling, critical reflection and algorithm agency across one young adult's self-described literacy practice of 'working algorithms' across social media platforms. Analysis illustrates how critical literacies in algorithmic cultures are driven by processes of human-machine feeling-thinking that cannot be reduced to rational critiques of ideologies, platform capitalism or other forms of power alone. It describes how Malaya became more attuned over time to the affects of working with platform algorithms to craft her community, her sense of self and her sense of well-being. This sensitivity to feeling moved and feeling the capacity to move machines through the use of her literacies highlights how the facilitation of affect is a crucial point of analysis in understanding contemporary digital literacies.

The pervasiveness of social media in adolescents' lives has important implications for their relationships. Considering today's adolescents have grown up with social media, research capturing their unique perspectives of how social media impacts their relationships is needed to increase understanding and help guide behaviors that nurture social-connectedness. Utilizing multiple qualitative methods, this study explores adolescents' perspectives of how their social media use impacts their relationships. The sample comprised 36, Year 9 students aged 15 years from four metropolitan schools in Melbourne, Australia. All participants completed a rich picture mapping activity and focus group discussions. To gain deeper understandings, a sub-sample of 11 adolescents participated in subsequent one-on-one interviews. Reflexive thematic analysis generated two overarching themes (1) developing and strengthening relationships and (2) diminishing relationships. Sub-themes included; making new friends, maintaining relationships, deepening connections, enhancing belonging, rifts and strains, and anti-social behavior. Findings revealed nuanced insights into "how" and "why" adolescents believe social media impacts relationships. Adolescents explained that social media transforms interactions through amplifying and intensifying relational experiences resulting in both beneficial and detrimental outcomes for their relationships. Cultivating the positive aspects of adolescents' social media use whilst mitigating the negative is important toward supporting relatedness and fostering wellbeing.

The majority of educational institutions around the world have switched to online learning due to the COVID-19 pandemic. Since continuing education has become important during the pandemic as well, academics and students have recognized the value of online learning to avoid their challenges. The objective of this study is to categorize peoples' opinions and determine how the community used online learning during the pandemic. A total of 13,155 tweets were collected using the Twitter API. Of these, 4486 were positive about the online learning process, 4490 were negative, and 4179 were advertising for online learning. After pre-processing the tweets, Term Frequency-Inverse Document Frequency (TF-IDF) vectorizer is used to extract the feature vectors. The data was divided into three categories using the Long Short Term Memory (LSTM) and Support Vector Machine (SVM) algorithms. Sentiment analysis is used to determine how society feels about the online learning process by analyzing positive, negative, and advertisement sentiments. According to the results, LSTM beat SVM and achieved an accuracy of 88.58%. It also achieved higher precision, recall, f-measure values, and lowest error rates for 65% of the training dataset. Based on the findings, the significance of online learning as well as the absence of technologies, the internet, and other subpar educational practices were determined. It was determined that more workable solutions were needed in order to improve online education globally.

According to a 2021 Pew Research report, over 80 percent of 18- to 29-year-olds use social media. Studies also show that higher education students use social media in both academic and everyday life. However, there is minimal research about how, or whether, librarians utilize social media in their library instruction as a source of information for students' academic work. We examined 162 responses to a survey sent to an uncounted number of librarians in higher education, asking them about their teaching practices regarding social media to enable us to answer the following research questions: (1) How are teaching librarians using social media as an information source in their instruction?; (2) What are the benefits teaching librarians perceive regarding the use of social media in instruction?; (3) What are the challenges teaching librarians perceive regarding the use of social media in instruction? The survey results showed that most librarians surveyed are not utilizing social media as an information source in their library instruction. Although our results cannot be generalized, our study sheds light on how librarians incorporate social media in information literacy (IL) instruction, the tension between scholarly literature and voices not considered authoritative, and librarians' perceptions of benefits and challenges to incorporating social media in library sessions.

Autism disclosure can be a complicated decision that autistic people experience. Positive outcomes can include feelings of acceptance and support, but negative outcomes can include stigma and discrimination. Although a surge in research on this topic has led to more understanding around autism disclosure, the methodologies used may have limited who was contributing to the conversation and data. To overcome this, we analyzed 3 years (2020-2022) of social media data (Reddit and Twitter) as this was public information that did not rely on researcher data collection. Reflexive thematic analysis of 3121 posts led to the generation of four themes: People do not understand autism (with experiences related to employment, dating, healthcare and mental health), autistic people just want privacy and respect, autistic people can lead us forward and non-autistic people need to assume more responsibility. We discuss how autistic adults experience the impact of society's lack of understanding of autism on a daily basis whether they disclose or not, and that it is everybody's responsibility to challenge negative stereotypes and promote a more inclusive society.

This paper explores the social media literacies of Dakari, a 16-year-old Black teen reader, writer, and activist, within a broader 3-month multi-case study on diverse teens' online literacies. The focus is on Dakari's multimodal literacy practices related to social justice activism and civic engagement. The study highlights how social media platforms empower youth, exemplified by teens like Dakari who utilize these spaces to influence culture, practice critical literacies, and establish civic identities. Examining Dakari's case, three key themes emerge: (1) addressing systemic racism, (2) driving change as a content creator, and (3) challenging the idea that one must wait until adulthood to make a difference. The study highlights the transformative potential of youth of Color's social media literacies, suggesting a reimagining of educators' roles to recognize and respect teens' online literacies while fostering youth identity and political engagement. It is imperative to reshape teaching methods for justice and social change in the digital age. This involves supporting student literacy development and acknowledging the timely language and literacies of youth in social media contexts.

In this paper we review selected significant developments in the use of digital technology in the teaching and learning of mathematics over the last five years. We focus on a number of important topics in this field, including the evolvement of STEAM and critical making as well as the process of redefining learning spaces in the transformation of the mathematics classroom. We also address the increasing use of computer algebra systems and dynamic geometry packages; and the issue of student collaboration online, especially using learning environments and social media. We briefly touch on artificial intelligence systems, including hyper-personalisation of learning, multimodality and videos. We include a brief discussion on the impact of COVID-19 on mathematics education, and lastly on the more theoretical perspective of the epistemology of digital technology and the construct of humans-with-media. We conclude the discussion with some possible concerns and mentioning some possible new topics for research in the field.

Inclusion of students with marginalization tendencies has been one of the demands in the field of education over the last decades, but it remains unrealized. At the same time, our daily lives appear to have changed rapidly because of extensive use of digital media. This fact may have both positive and negative consequences. So, we were inspired to investigate the relationship between teenagers who may be marginalized and the use of digital media, as well as the degree to which they promote or prevent inclusion, by the foregoing considerations. We chose mixed methodological approach as the most appropriate. Specifically, sequential exploratory strategy was used to collect the data, while grounded theory was used for their analysis. The quantitative part sample consists of 600 Secondary Education students. Accordingly, the sample of the qualitative part of the research was 138 Secondary Education students. The survey was conducted over a period of three months (from October 2019 to December 2019). By completing the research project, we concluded that the use of digital media and especially the engagement of adolescent students who show marginalizing tendencies with social media, digital games and distance education leads to their inclusion.

Since the dynamics and forms of cyber violence evolve at the same rapid pace as technology platforms, we used social big data to develop an ontology for cyber violence victimization in South Korea. Following the seven-stage ontology development process, we extracted keywords from 3,075 social media data sources including online articles, comments, and blogs. Focus group interview data was also obtained from 40 adolescents and 5 cyber violence experts. The analysis identified domains for (1) participants subdivided by age, school level, sex, form, and relationship; (2) protective and risk factors by individuals, family, friends, school, community, and online systems; (3) types by form and method of violence; (4) characteristics by media and distinct features; (5) outcomes by individual and relational/social; and (6) interventions and policies by personal coping strategies, services/interventions, and laws/policies. These findings provide a multi-faceted perspective on cyber violence victimization experiences in South Korea. In addition, the results elucidate the newest types of cyber violence in real-life terms.

This study investigated students' flow states and attitudinal beliefs in a social media-mediated e-commerce entrepreneurship education (EE) context that mediates the entrepreneurial intention-behavior relationship by a structural equation model using the theory of planned behavior (TPB) and the flow theory. This study collected questionnaire data from students to examine the conceptual model. Such learning environments enhanced students' perceived behavioral control, increased their flow experience, improved attitudes toward social media-assisted entrepreneurial learning, and facilitated the intentions, which led to learning behavior performance achievement in a digital economy. Notably, the flow and attitudes constructs mediated the linkage between students' perceived entrepreneurial feasibility and the intention-behavior relationship in the social media-assisting EE context. This study contributed to theory by emphasizing the importance of digital entrepreneurial learning in facilitating prospective entrepreneurs' TPB cognitions, by identifying the mediation effects of learners' flow and attitudes on the intention-behavior relationship, and by adding the flow concept into the TPB to understand the mechanism through which EE influences students' exploratory behavior. The findings highlighted EE practices in computer-mediated environments that facilitate students' active and meaningful learning for flow experience and attitude enhancement, which likely increases their entrepreneurial intentions and behavior in a digital business environment.

Social media has become an important tool for universities to implement strategies to promote, position and differentiate their brand identity, to establish and foster the communicative relationship with their stakeholders. This study explores the interactivity strategy developed in digital communication by 70 leading universities from Europe, the United States and Latin America. A specific quantitative methodology was designed to analyze the universities' social media publications (90,241). The general communicative approach and the communication resources applied were studied through quantitative content analysis. Results show that the universities have an informational approach in their publications on social networks, with little differences among regions and platforms. Expositive and interactive resources are being used in a broad, integrated manner although there are some differences in each region and social network. Thus, the universities opt for a monological interactivity strategy in their digital institutional communication, with little differences between social networks. They are changing toward a model that continues to prioritize dissemination of information, but it is evolving toward more combination of various communication resources that make content more attractive to their publics. This research provides insights into interactivity strategies used by universities on social networks to develop effective digital communication strategies for enhancing engagement with publics.

Social media plays a significant role in adolescents' lives, with both positive and negative effects. Implementing interventions to mitigate the negative aspects and enhance the positive ones could improve adolescents' well-being. Unfortunately, there is a scarcity of evidence-based interventions available. To fill this gap, we have developed a school-based program based on combining evidence-based and consensus-based approaches, incorporating input from adolescents, school personnel, researchers, and municipal advisers. This paper describes the program's content and principles, and presents the results from a pilot evaluation, which assesses feedback from pupils and teachers, thereby informing potential enhancements and the program's overall significance. The intervention description encompasses theoretical perspectives, behavior change techniques, and procedural details. Pupils (n = 266; 16+ years) evaluated the program concerning satisfaction, relevance, importance, and usefulness through a questionnaire. Additionally, exploratory focus group interviews were conducted with seven teachers and eleven pupils to gather their perspectives on the program's relevance, impact, and potential changes to the theme-based teaching. Results from the pilot showed an average score of 7.3/10 for overall satisfaction with the program. Sub-questions assessing perceived relevance, engagement, and usefulness averaged between 6.7 and 7.5. Gender differences were observed, with boys tending to rate the program lower than girls. In focus group interviews, the pupils expressed increasing awareness of their own and others' social media use, that the topic was important and exciting, and that the program generally worked well. The pupils' evaluation indicates the need for this kind of program described in this study.

This study examines the crucial role of electronic word-of-mouth (EWOM) in mediating the impact of marketing mix strategies on international students' study destination decisions. The theoretical framework proposed in this research integrates consumer behavior theories to enhance our understanding of the relationship between marketing mix strategies and international students' enrollment choices. Building upon previous research that underscores the importance of marketing mix strategies in shaping consumer choices, this study focuses specifically on the context of international students deciding to study in Jordan. To achieve its objectives, a questionnaire was administered to a sample of 2000 international students who recently enrolled in both public and private universities in Jordan, with a response rate of 61%. Through rigorous empirical analysis, this study provides compelling evidence that the quality of the product/program, price, place, and promotion significantly influence the decision-making process of international students. Moreover, the study reveals that EWOM plays a critical mediating role in this relationship, underscoring the significance of online reviews, ratings, and recommendations in shaping consumer perceptions and choices. These findings underscore the need for marketers to proactively monitor and manage online reviews and harness the power of EWOM as a potent marketing tool to positively impact consumer decision-making.

The Digital Stress Scale (DSS) is used to measure digital stress, which is the perceived stress and anxiety associated with social media use. In this study, the Chinese version of the DSS was validated using a sample of 721 Chinese college students, 321 males and 400 females (KMO = 0.923; Bartlett = 5,058.492, p < 0.001). Confirmatory factor analysis (CFA) and item response theory (IRT) revealed that the five-factor model fits our data best. And the good criterion validity was shown through the association of the Chinese version of the DSS with anxiety and depression. The results of measurement invariance supported that the scale has measurement equivalence across the region (rural or urban). However, they did not support strict measurement invariance across gender. Overall, our results suggest that the DSS is an ideal tool for measuring digital stress in a Chinese sample. People can benefit from assessing digital stress, which has the potential to moderate the relationship between social media use and mental health. These psychometric investigations of the DSS will allow future research to investigate construct validity better.

Under the shadow of the COVID-19 pandemic, it is of vital importance to explore its impact on the psychological wellbeing of the students in higher education. Accordingly, this research investigated hopelessness among students at a state university in Turkey throughout the pandemic. The research was conducted in two separate studies, one cross-sectional and the other longitudinal. Study I examined students' hopelessness level in relation to gender, job or income loss, social media use, academic unit, and grade. Study II compared students' hopelessness level during the distance and hybrid education periods. The data were collected online through Personal Information Form and Beck Hopelessness Scale in both studies. The findings of Study I indicated significantly higher hopelessness scores in females, students who experienced job or income loss, and seniors at faculties. It was also found that the level of hopelessness increased as the duration of social media use rose. In addition, Study II revealed that students' hopelessness scores significantly decreased during the hybrid education in contrast to the distance education. Based on these findings, we suggest that during distance education in times of crisis, psychological counseling and career guidance interventions should be planned and coordinated according to the characteristics of risk groups, and e-learning models offering the highest social interaction should be preferred.

This study investigated how social media use among South Korean adolescents influences life satisfaction, using two-wave panel survey data. Specifically, this study examined the mediating mechanism by which adolescents' social media use is associated with their life satisfaction through social support and social capital. The results demonstrated that social support and social capital mediate the relationship between social media use and life satisfaction. Social media use is positively related to social support, and social support has a positive relationship with a higher level of social capital which, in turn, is related to a higher level of life satisfaction. This study improves our understanding of the relationship between social media use and adolescents' life satisfaction and presents significant implications for those attempting to help such individuals promote their life satisfaction and mental health.

This article is an ethnography of a student protest against a Finnish university's plans to give up 25 percent of its campus buildings until 2030. The Finnish universities faced financial deficits primarily due to education cuts implemented by Finland's right-wing government between 2015 and 2019. To balance the budget, Tampere University proposed surrendering some of its buildings, including the Linna, the home of social sciences, and the main library. The students organized the We Will Not Give Up the Linna Building movement (WWGU) to oppose the university's decision. This article is an ethnography of the movement's resistance and outcomes and analyzes what the student activists learned and how they changed during the protest wave in 2021. Our analysis uncovered six key insights the student activists learned on democracy, social media in activism, activism's temporality and persistence, the role of emotions in activism, and the university's power structures. The study contributes to a general understanding of the student protest movement, the social transformations that student activists undergo, and how they learn to perceive democracy, develop political imagination, and understand power structures.

Although e-Portfolio is acknowledged as one of the powerful pedagogical practices that enhance learning in higher education (HE), not much is known about the types of social media (SM) utilized as e-Portfolios and the benefits for students. This literature analysis, using directed content analysis, aims to explore the above vacuum. The research questions in this study are: (1) In what ways do the SM as e-Portfolios benefit students in HE?, (2) To what extent are the benefits of SM as e-Portfolios comparable to those of conventional e-Portfolios? ,and (3) What are the drawbacks that practitioners and researchers need to be concerned with? Findings indicate that blogs are the most popular SM used as e-Portfolios to support learning, followed by social networking sites and collaborative projects. The study yields 13 advantages and 12 drawbacks when SM is manipulated as e-Portfolios. These findings conclude that the use of SM as e-Portfolios has a great potential in supporting students' learning and development by providing an environment for them to learn meaningfully from their experiences and engage in critical reflections and dialogues that allow them to gain new knowledge and valuable insights and thus, improve their skills. A pedagogical framework for the planning and implementation of SM as e-Portfolios is suggested based on the findings and aims of the papers that were reviewed.

The expanding use of social media has the potential to enhance the quality of English as a foreign language (EFL) instruction and learning. The purpose of this online survey-based study was to investigate the mediating effects of intrinsic and extrinsic motivation for reading English social media text among 348 Chinese undergraduate EFL learners. PLS-SEM analyses revealed a significant relationship between the extrinsic motivation to read English text on social media and English language performance. In addition, the extrinsic motivation was also found to significantly mediated the relationship between English reading self-efficacy and English language performance. The findings indicate that in the context of reading English text on social media amongst Chinese undergraduate EFL learners, extrinsic motivation rather than intrinsic motivation mediates the relationship between English reading self-efficacy and English language performance, implying the potentials to use social media as an instructional medium to improve EFL teaching and learning outcomes in China.