Exploring research designs in social media research in higher education

Abstract

The rapid integration of social media into higher education has transformed pedagogical practices, research dissemination, and academic collaboration, yet the methodological details of studies examining these developments remain underexplored. This systematic literature review addresses this gap by analysing 60 empirical studies (2022–2024) to map research designs used in studies examining social media use in higher education. Guided by the PRISMA framework, the review synthesises methodologies, theoretical frameworks, participant demographics, and emerging trends. Findings reveal a predominance of quantitative approaches, with surveys as the primary method, underscoring a focus on generalisable insights into usage patterns and academic outcomes. Qualitative and mixed-method designs are less prevalent but provide important depth for exploring digital wellbeing and student agency. Geographically, studies from Asia are strongly represented, particularly Saudi Arabia, Malaysia, and India, reflecting regional emphasis on digital pedagogy, while underrepresented regions highlight gaps in global inclusivity. Thematic analysis identifies six emerging trends shaping research design: technology-driven analytics, digital wellbeing frameworks, crisis-responsive methodologies post-COVID-19, theory-guided models, student co-creation paradigms, and cross-cultural comparative studies. Despite these advancements, 38% of studies lack explicit theoretical foundations, limiting conceptual depth. Ethical considerations, particularly regarding AI tools and data privacy, are increasingly salient but inconsistently addressed. The study advocates for methodological diversification, prioritising longitudinal, ethnographic, and participatory designs to capture evolving digital pedagogies.