TEACHERS' AND STUDENTS' PERSPECTIVES ON SOCIAL MEDIA INTEGRATION IN PRIVATE COLLEGES OF KARACHI: A QUALITATIVE THEMATIC STUDY

Abstract

This qualitative study examined teachers’ and students’ perceptions of social media integration in teaching and learning at two private colleges in Karachi, Pakistan. Guided by connectivism (Siemens, 2005) and Kietzmann et al.’s (2011) social media honeycomb framework, data were collected through semi-structured interviews with 10 teachers and focus group discussions with 8 students and analyzed thematically. Findings revealed that teachers recognized the pedagogical value of YouTube, Instagram, and WhatsApp for enhancing learning, engagement, and communication, but concerns about distraction, privacy, workload, and professional boundaries constrained integration. Students valued teachers’ accessibility, responsiveness, and supportive online communication. Three key themes emerged: teachers’ beliefs influenced adoption, professional and institutional concerns constrained integration, and constructive digital engagement strengthened teacher–student relationships and learning motivation. The study highlights the contextual importance of responsible social media integration and offers implications for teacher professional development and institutional digital-learning policies in Pakistani educational settings.