SOCIAL MEDIA IN HIGHER EDUCATION: EDUCATIONAL BENEFITS AND ACADEMIC DISTRACTIONS

This paper examines how social media supports university learning and how it can interfere with students' academic work. A narrative discussion of selected studies distinguishes purposeful academic use from recreational use during study. Social media can expand access to instructional materials, provide opportunities for authentic language practice, and facilitate peer collaboration and professional networking. Its academic value depends on how students evaluate, apply, and discuss the content they encounter. Studies also identify associations between some patterns of use and lower academic performance, frequent task switching, unfavorable social comparison, and sleep disturbance. These findings vary across activities and research designs. The paper argues that universities can support productive use through clearly defined learning tasks, while students can protect their attention through notification control, planned access, and regular evaluation of their study habits.