Social Media in Academia: Trends, Preferences, and the Implications for Student Privacy and Customization

Abstract

This study investigates the transformative role of social media in higher education, with a focus on trends, student preferences, and the implications for privacy and learning customization. Drawing on a large-scale quantitative survey of 1,820 students aged from 25 countries-including Ukraine, EU states, the US, Africa, and Asia-the research explores how social networks are reshaping both formal and non-formal educational practices. The findings reveal that social media platforms are not only preferred channels for communication and entertainment but are increasingly used for academic purposes such as accessing study materials, participating in group discussions, watching educational videos, and engaging with educational communities. Notably, approximately 30% of respondents use social media for work and studies, indicating a paradigm shift from traditional, teacher-driven content delivery to student-centered, customizable learning experiences. The study reveals the growing importance of non-formal education. Social media facilitates this trend by enabling flexible, peer-to-peer learning environments that correspond with students’ individual preferences and needs. However, the research also highlights significant concerns regarding data privacy and the ethical use of student information, with many students unaware of the risks associated with academic social media use. The interdisciplinary methodology, grounded in both educational theory and digital psychology, demonstrates that while social media increases learning engagement and motivation, it also requires the development of advanced institutional policies to safeguard student privacy. The findings suggest that modern universities should adapt by integrating social media into curricula and student services, while also addressing privacy challenges to fully implement the benefits of digital learning ecosystems.