Lecturers' and Students' Perceptions of Social Media Integration in Higher Education: Evidence from Selected Tertiary Institutions in Nigeria

Abstract

Although social media is widely used in Nigerian higher education, the perspectives of key academic stakeholders on its integration into teaching have not been fully explored. This study examines how lecturers and students at selected tertiary institutions view the integration of social media, focusing on its educational value, risks, and the institutional conditions required. A quantitative survey gathered data from 155 respondents across four institutions in North-West and North-East Nigeria. The results show that both groups are generally positive. Lecturers, however, are more cautious about issues such as distractions, academic integrity, and the lack of policy frameworks, while students are more enthusiastic about using platforms such as WhatsApp and YouTube. Major barriers include poor internet connectivity, high data costs, and a lack of guidelines. Successful integration depends on strong institutional investment in infrastructure, policy, and digital literacy, rather than on individual efforts alone. This study contributes to the literature on educational technology in sub-Saharan Africa and offers insights for institutional leaders, curriculum designers, and policymakers.