Social Media and Academic Outcomes in Higher Education: A Systematic Review of Undergraduate Experiences

Abstract

The evolution of social media platforms is changing the way undergraduate students interact with academic content, peers and faculty in higher education. The objective of this systematic review was to provide a comprehensive examination of the influence of social media use on educational performance of undergraduate students, including both positive and negative influences. The review synthesises studies that have examined this question over the past 8 years, from 2017-2024. Scopus database was used for searching the relevant literature. After applying inclusion and exclusion criteria 10 studies are found suitable. PRISMA flow diagram was used to represent the review process. It was found that social media has both positive and negative influence on students’ learning outcomes. The role of social media platforms like Facebook, Instagram, and Twitter serve as facilitators of academic discussion, learning resources and peer support. The review also discusses the problem of lost time and productivity from over-use or misuse of social media. At worst, it means that the more time students spend on social media—as opposed to studying or doing homework—the lower their grades will be. The study closes with directions for future research and practical interventions for educators and students to cater the use of social media in academic environment, maintaining balance between risks and advantages.