Secondary School Teachers’ Experiences and Characteristics of Using YouTube for Education

Objectives This study aims to analyze the educational experiences of secondary school teachers utilizing YouTube as an instructional medium, identifying key characteristics of their pedagogical practices. Methods The experiences of 19 secondary school teachers were collected through an online platform. The qualitative data were analyzed using thematic analysis procedures. The study examined the characteristics of YouTube as a medium in teachers' educational practices, as well as the content and instructional strategies they employed. These findings were systematically categorized and presented. Results The findings were categorized into three main areas: (1) the media attributes embedded in secondary school teachers' educational activities using YouTube, (2) the content of educational activities, and (3) the instructional strategies necessary for teachers to effectively utilize YouTube. Regarding media attributes, one overarching category was identified, consisting of two themes and seven subcategories. The themes reflected both positive and negative aspects, while the subcategories included timeliness, up-to-dateness, scope, customization, efficiency, inaccuracy, and dependency. The content-related characteristics of educational activities comprised two overarching categories—teaching and learning—further divided into four themes and nine subcategories. The themes included instructional design and strategies, subject learning, professional competencies, and individual learning, each accompanied by corresponding sub-elements. Lastly, the strategies for secondary school teachers' educational use of YouTube were categorized into three themes and four subcategories. Specifically, the identified themes included critical evaluation and selective use, the auxiliary role of YouTube, and customized archiving. Conclusions This study provides an in-depth analysis of the media attributes, content, and instructional strategies involved in secondary school teachers' educational use of YouTube. It highlights the role of EduTech as a supportive tool in teachers' instructional practices and underscores the need for a balanced, critical approach to integrating YouTube into education.