Social networks and learning in higher education: analysis of their impact on the academic performance of software development students

Objective: To analyze the impact of the use of social networks on the academic performance of software development students in higher education, evaluating its positive and negative effects. Methodology: Qualitative bibliographic-documentary type, based on the review and critical analysis of relevant scientific literature. Previous studies were selected that examined the role of social networks in higher education, with particular attention to their impact on collaborative learning, self-regulation, and student motivation. Results: The structured use of social networks for educational purposes favored interaction among students, access to learning resources, and the development of self-regulatory skills. However, excessive and uncontrolled use was found to negatively affect academic concentration and productivity, coinciding with studies that warned about the risks of distraction and loss of time. In addition, it was shown that, in technical disciplines such as software development, the planned integration of social networks can enhance practical learning and peer collaboration. Conclusion: The findings confirmed that the impact of social networks on academic performance depends on their use and educational context. The hypothesis that its structured integration improves performance was validated, while its unregulated use can be counterproductive. It is recommended that future research should undertake empirical studies to accurately measure these effects and explore pedagogical strategies to regulate their application in technical education environments.