Developing a Technique for Incorporating Social Media into Conventional Teaching Modes: A Case Study of Selected Tertiary Institutions in North-West and North-East Nigeria

Abstract

The rapid expansion of digital technologies has generated new opportunities for teaching and learning in higher education. Although social media is widely used for communication, its structured integration into conventional teaching remains limited in many tertiary institutions in developing countries. This study investigates the potential for incorporating social media into traditional teaching modes in selected tertiary institutions in North-West and North-East Nigeria. A survey research design was employed, with data collected through a structured questionnaire administered to students and lecturers across four institutions. A total of 155 valid responses were analysed using descriptive statistics and thematic analysis. The findings indicate that most respondents have smartphones, access the internet, and actively use social media platforms such as WhatsApp, Facebook, YouTube, and Telegram. WhatsApp emerged as the most widely used platform for academic communication and collaboration. Respondents generally perceived social media as enhancing student engagement, facilitating knowledge sharing, and strengthening interactions between lecturers and students. However, challenges such as inadequate internet connectivity, high data costs, and the absence of institutional policies were identified as key barriers to effective educational use. The study concludes that while social media has the potential to complement conventional teaching, effective integration requires improved digital infrastructure, institutional support, and enhanced digital literacy. These findings contribute to ongoing discussions about the role of social media in fostering collaborative, networked learning environments in higher education.