Exploring Digital Learning Opportunities and Challenges in Higher Education Institutes: Stakeholder Analysis on the Use of Social Media for Effective Sustainability of Learning–Teaching–Assessment in a University Setting in Qatar

• Published in: Sustainability 2024-08, Vol.16 (15), p.6413
• Main Authors: Al-Hail, Maryam, Zguir, Mariem Fekih, Koç, Muammer
• Format: Article
• Language: English
• Subjects: Behavior; Collaboration; Continuing education; Digital technology; Distance learning; Education, Higher; Educational evaluation; Environmental sustainability; Epidemics; Higher education; Investigations; Learning strategies; Literacy; Literature reviews; Pedagogy; Qatar; Quality of education; Saudi Arabia; Self-efficacy; Social media; Social networks; Students; Sustainable development; Teaching; United Arab Emirates
• ISSN: 2071-1050; 2071-1050
• DOI: 10.3390/su16156413

The use of social media (SM) platforms in higher education has seen significant growth since the global pandemic disrupted traditional learning methods and forced stakeholders to explore alternatives. This trend is expected to continue with the rise of newer digital learning platforms, tools, programs and pedagogies, particularly within the context of the Fourth Industrial Revolution and the evolution towards Education 4.0 and Education 5.0. Despite a significant level of research into SM’s role in informal learning, there has been limited exploration of its integration into pedagogical practices, particularly regarding assessment challenges and innovations in university settings. Additionally, there is scarce research on mobile applications in academics, hindering the effective integration of SM platforms into curricula. This study addresses these gaps by examining stakeholder perceptions of using SM for educational purposes in a university setting in Qatar. Following a comprehensive and comparative literature review and analysis, a thematic analysis of interviews with 20 stakeholders revealed that SM platforms go beyond communication, serving as tools to enhance professional identity, reputation, research profiles, knowledge dissemination, and social practices, but they lack methodologies to integrate effective learning, either independently or in formal learning/teaching/assessment settings. This study proposes a framework to optimize the use of SM platforms, with a particular focus on sustainability, for lifelong learning and knowledge-based societies leading to more sustainable and prosperous economies. The findings encourage the reconsideration of digital assessment and the expansion pedagogical practices in alignment with modern social learning through an expansive array of SM tools and platforms.