Parental and Institutional Stakeholders’ Perceptions of Social Media Integration in Education: A Qualitative Study from Assam, India
Antareepa Bora
*
Department of Education, Cotton University, Guwahati, Panbazar-781001, India and Department of Education, Biswanath College, Biswanath Chariali-784176, India.
Tarali Pathak
Department of Education, Cotton University, Guwahati, Panbazar-781001, India.
*Author to whom correspondence should be addressed.
Abstract
Aims: The study aimed to explore parental and institutional stakeholders’ perspectives towards social media use in education.
Purpose: The purpose of the study is to find out the experiences and challenges of parents and institutional stakeholders while integrating social media in teaching practices, academic and non-academic activities of students.
Research Questions: Research questions formulated based on the purpose of the study- 1. How do parents perceive the use of social media in the academic and non-academic activities of their children? 2. How do different stakeholders of educational institutions perceive the use of social media in enhancing teaching-learning process and student’s engagement?
Study Design: A descriptive qualitative research method was adopted to explore parental and institutional stakeholders’ perspectives on social media use in education for the academic and non-academic activities of students.
Place and Duration of Study: The study was conducted in the Biswanath District of Assam on the month of April and May, 2025.
Methodology: To gather data, total 45 stakeholders were selected as samples from 5 secondary schools of Biswanath District, Assam. 15 parents participated in focused group discussion and 5 principals and 25 teachers were interviewed.
Results: Thematic analysis revealed that parents perceived social media to be useful for students and generated few themes such as- socialization, personal growth, enhanced learning etc. Moreover, they have expressed concerns about online safety, addiction and responsible usage. According to institutional stakeholders, social media has the ability to foster inclusive learning, improve knowledge and interactive learning. Principals enforced stringent policies, awareness campaigns, and instruction on digital citizenship to encourage students to use social media responsibly. Teachers provided educational resources, communicate, and shared feedback on social media.
Conclusion: In order to maximize advantages and reduce hazards, the study emphasized the necessity for parental participation, institutional rules, balanced social media usage, broader discourse on digital citizenship and educational equity.
Keywords: Social media, education, parental perspectives, institutional stakeholders’ perspectives