Teaching and Learning of Social Media Algorithms in the K-12 Context: A Systematic Review

Abstract

This review analyses studies on social media algorithm (SMA) literacy in K-12 education published between January 2015 and May 2024. An initial search identified 756 articles, which were narrowed to 23 (including five through snowballing) after applying rigorous selection and quality criteria. The review examines research trends, instructional content, pedagogical strategies, educational tools, and student experiences. Findings reveal growing scholarly interest in SMA education, particularly in the Global North, with most studies focusing on middle school students. However, there remains a significant gap in research addressing younger K-12 learners, especially those in primary education. The reviewed content predominantly explores privacy, data collection, algorithmic functioning, and bias, while calling for broader inclusion of topics such as the societal impacts of algorithms on politics, economics, and healthcare. Educational tools, often interactive and gamified, enhance students’ engagement and understanding of SMAs but are largely confined to classroom contexts, offering limited accessibility to marginalised groups, including students with learning challenges or those in informal learning settings. Pedagogical strategies such as project-based, interactive, and collaborative learning have proven effective; Nevertheless, further adaptation is required to meet the diverse cognitive levels across K-12. The review also highlights the overlooked yet crucial role of parents in fostering SMA literacy at home. Although short-term learning outcomes appear positive, the absence of longitudinal research limits understanding of long-term behavioural impacts. Future studies should prioritise scalable and inclusive tools, teaching strategies, and extended evaluations to ensure SMA education fosters lasting digital literacy skills among K-12 schoolers.