Training and mentoring on the use of social media to enhance physics digital literacy among university students and local communities
DOI:
10.62941/irce.v1i4.180Downloads
Abstract
This study examines the effectiveness of training and mentoring on the use of social media as a collaborative learning tool to enhance physics digital literacy among university students and local communities. A qualitative approach was employed through participatory observation and in-depth interviews with students, community members, and facilitators of social media–based physics learning programs. The findings indicate that platforms such as WhatsApp and Facebook fostered active interaction, problem-based discussions, and the sharing of learning resources and digital simulations. Beyond improving motivation and self-confidence, training and mentoring activities also strengthened participants’ abilities to search for, evaluate, and critically verify physics-related information through social media. Challenges included distractions from non-educational content, uneven participation, and risks of misinformation. However, the role of facilitators as mentors and the application of community management strategies proved effective in addressing these issues. Overall, the study confirms that social media–based training and mentoring serve as adaptive and inclusive approaches to developing sustainable physics digital literacy in the digital era.
Keywords:
Social media digital literacy physics education university students local communitiesReferences
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