The social network aspect has introduced the students' new forms of interactions with each other and educational material. Such an introduction is so widespread for students that their social networks are integral to communication, as well as methods for access to information consumption and generally the student's experience in the context of educational environments. This shift requires re-evaluating its influence on social media and sustainable learning terms that relate to the worth of effective, long-term, and adaptable teaching methodologies [1].

"Sustainable learning" is those strategies for learning that facilitate success at the moment in school and lifelong capacity later to think critically and learn even more thereafter. This is the learning model that enables collecting and enhancing knowledge as well as skills required in one's lifetime [1]. Social media in the modern world provides all of them: engagement and learning as well as socializing and learning as well. Research has already demonstrated that social media websites find applications in teaching. This can be evident in such a survey where it suggests that 90% of learners are habitual users of social media websites like Facebook, amongst others [2], although they use them to share their community and thus will always be active on them [3]. Conclusion/Recommendation Teachers, administrators, and legislators alike must be informed of findings from the study regarding integration into the classroom environments. Students' perceptions can be particularly valuable in forging strategies to leverage its benefits while addressing the adverse outcomes of social media. This paper will help achieve effective teaching techniques that avail opportunities of social media by ensuring sustained learning outcomes over a long time [4].

Objectives of the Study

• The main objective of this study project was to ascertain the extent to which students use social media platforms for academic purposes.
• Look into how much time kids spend on social media for various learning objectives.
• Find out what the students think about using social media for education.

The selected articles highlight the various social media platforms that libraries might use, the difficulties of integrating such channels with repetitive services, and the promotion and practical solutions to those difficulties. Three aspects of the library's social media practice—communication, advertising, and services—are highlighted in the review [5].

The study identifies the digital infrastructure and social networking platforms employed in the central libraries of Kerala's four multidisciplinary universities for information dissemination, organization, promotion, and communication. The report also highlights the advantages of social networking platforms in libraries, marketing strategies for supplying information sources and services, and the application of the 4Ps in Kerala's multidisciplinary university libraries [6].

This research tries to undermine this discourse. The approach is qualitative. Using the Brand24 program, data is gathered by crawling social media platforms. 18,461 texts in the form of discourses concerning libraries in the context of Indonesia were gathered based on the data collection process from Twitter, blogs, news, and the internet. Eighty-two of these texts were chosen to reflect the conversation in the analysis [7].

Evidence suggests that “the more participants knew about COVID-19 information, the more likely” they were to convey and disperse that information, which is a prime example of social media’s virulent ability [8]. At one point, before the COVID-19 pandemic, there weren’t many “associations between” time spent on social media and “academic performance of students.” Now, post-COVID-19, associations have been found [9]. Finally, there are stronger issues like “cultural resistance, pedagogical issues, and/or institutional constraints” [10].

The knowledge sharing and collaboration of social media sites can be more enriching and improve the performances and motivation levels of students. Researchers noted that this can be the leverageable social media site that coerces students into participation in learning processes [11].

Social media platforms are extremely effective as academic management systems that connect all nodes inside and outside educational institutions, which aid in collaboration, sharing, and professional development that can only be made possible because of internet connectivity. Some problems identified with the use of social media platforms include cyberbullying, fallacies, and privacy problems that can be minimized if people know the right way to use social media. In this context, the experts highlight the positive usage of social networking sites, spreading information about the proper use of social networking sites, people's awareness of privacy and security issues, assistance towards efficient consumption of social networking sites, and monitoring usage of social networking sites [12].

The term "knowledge sharing" describes social dissemination practices within a specific social context. Some social groups spread particular knowledge and information to other social groups with the use of particular means and media in the hopes of achieving the desired outcomes and creating a community of practice [13]. Many of those who hold a cautionary perspective prepare their stance based on geographical measures. It has been stated that online learning poses challenges, especially to those from rural areas who “may not have such technologies” [14].

While social media has great positive potential, the ability for students to “communicate with faculty members” outside of the classroom presents a couple of cautions [15].

Social media differs from traditional media in terms of communication style, speed, and entry obstacles. It has also taken on a significant role in people's daily lives and careers [16]. The effectiveness of social media platforms, particularly YouTube, has been studied by Hota & Singh [17].

The analytical method for predicting can be done with a volumetric approach, sentiment, and social networks to predict essential things from online social media platforms [18].

In addition to the poll method, we can also use a more modern method by observing discussions and information on internet-based online social networks. There is an exponential growth in the number of internet users who use social media, especially Twitter, to share their views on various topics of common interest, including political issues. This big data is then considered to produce predictions and opportunities for political parties and politicians in an election [19]. The benefits of social media include encouraging information sharing, offering real-time communication, providing free knowledge access, providing live content, and user participation [20].

A study undertaken by research scholars from Jaipur concluded that social media platforms like Facebook and YouTube have eminently helped to acquire educational content from around the world from scholars. They have also noted that most students use social media for entertainment, which has limited their social interactions and captured them in the fanatic world of social media entertainment [21].

In Alhumaid's study on “Qualitative Evaluation: Effectiveness of Utilising Digital and Social Media in Education,” she asserts that for the teaching and learning process, the incorporation of new technologies, i.e., social media platforms, can help both academicians and students enrich teaching and learning via the variety of features that social media platforms offer [22].

Typically, the usage intensity of social media (UISM) does not emphasize inappropriate SMU but only measures SMU frequency, time spent on different social media platforms, and the subjective feelings of social media users. To understand user behavior on social media, researchers have proposed and validated numerous scales, most of which can be mainly categorized into two groups [23].

For example, some studies have reported a negative relationship between social media addiction and CTA by adopting a sense of achievement and user emotions as mediating variables [24]. The analytical method approach using social media has attracted the attention of many global researchers. However, this approach also has a weakness in data bias, so a critique of the results and a review of the reported experimental prediction results are needed [24].

Thus, social media activities influence individuals’ self-constructions, thereby influencing their relative reliance on cognitive and affective thinking styles [26].

Social media users' sentiments or opinions are influenced by current and inclusive information or issues. The more important and exciting the information, the more it will impact the response of social media users to get involved in the discourse. The high interest of social media users in a discourse tends to affect the volume of discussion on social media, making it possible to conduct sentiment analysis. Of the various social media platforms, Twitter is considered quite popular and is used by researchers in analyzing sentiment related to political and election issues, including predicting election results in several countries such as Indonesia.

It was also found that when students began to use social media for non-academic purposes, they performed worse on academic tasks [27]. The mobile era's content distribution and service model have further aggravated information overload. The excessive connection between people and the internet will further distract users’ attention and reduce their thinking and concentration skills. People seem to know more peripherally, but their deep understanding and thinking are decreased accordingly [28]. Social media has changed how people, including university students—and mainly female students—communicate, interact, and socialize throughout their learning processes at educational institutions [29].

This new form of media is vital in content sharing among university students and the rest of society [30]. Social media facilitates the faster and more frequent exchange of online knowledge among practitioners [31]. Social media also promotes professional ethics in accounting and has a great supervisory impact on the sector as a whole. For instance, some social media sites, like Glassdoor.com, allow practitioners to freely share their experiences, insights, and assessments of the company's prospects. This helps organizations monitor the company's senior staff and gather feedback from a variety of sources [32].

The fundamental advantage of using social media is building interpersonal relations by creating new connections. Social networks provide platforms to make friends by utilizing inconsequential interactions, communications, or participation in social groups and enable people to socially support one another [33]. Students now have the opportunity to participate in social discussions by sharing images and pictures, posting their comments, disseminating ideas, and so on [34].

Analysis

Table 1: Demographic Characteristics of the Sample.

Figure 1: Demographical Variables.

This is a review of a data table or dataset based on several variables that reflect demographic and socioeconomic characteristics [35,36]. There is also a frequency and a percentage that are appropriate in this regard. Here is how each would be read: almost evenly balanced, though more males skewed the sample, so the respondents were dominantly from rural areas (64 percent) rather than urban areas (36 percent). More than 86% of the respondents were unmarried, and only about 14% were married. The majority of the participants or respondents were in the range of 17 to 21 years of age, which covers 84%. Only about 15% were within 22 to 24 years old, and only 1% were above 24. Amongst these, 79% of students follow UG, and PG has about 21%. The income distribution indicates that the largest group of respondents (32%) comes from families earning between 31,000 and 40,000. Other income groups are more evenly spread across 20,000–30,000 (20%), 41,000–50,000 (27%), and above 50,000 (21%). Overall, the sample seems to be predominantly young, unmarried, rural-based, and pursuing undergraduate education, with a fairly even distribution of family incomes in the middle ranges [37-40].

Table 2: Purpose of Social Media Usage.

Primary Sources: Frequency (%).

This table shows the frequency of social media use for different purposes, with percentages given for the proportion of participants who fall into each category. Based on the data, most of the participants access social media for education, whether it be daily (35.65 percent) or several times a day (39.57 percent), meaning they frequently use social media for learning. A significant proportion (43.92%) use social media daily to stay informed about news and developments, and a notable proportion (31.30%) use social media several times per day to do that, but most, 53.04%, use it several times per day for sharing personal updates and experiences, and daily usage is also pretty high at 40.87%. Professional networking happens very often, with 46.96% using it several times a day and 27.39% daily, but a smaller group uses it on a weekly or monthly basis. The high percentage of users accessing knowledge daily using social media (48.70%) and also on several occasions a day by the remaining 35.22% of users suggests social media is a very frequent tool for information retrieval [41]. The main use of social media is entertainment. The majority, 59.57%, use it several times a day for this purpose, while 27.83% access it daily for entertainment. "Other purposes" for social media usage (such as hobbies or community engagement) are predominantly carried out several times a day (58.70%), with about a quarter (26.52%) doing so daily. Social media is largely utilized for several purposes. Overall, "several times a day" was reported for most categories for purposes like entertainment and posting personal [42-45].

The two-way ANOVA model is applied for further discussion. At one point, the computed ANOVA value is 0, which is greater than its p-value at the 5 percent level of significance. Hence, there is no significant difference between the purposes of social media usage of the respondents. At another point, the computed ANOVA value is 30.334, which is greater than its p-value at the 5 percent level of significance. Hence, variation among the purposes of social media usage of the respondents is statistically identified as not significant [46].

Table 3: Social Media Usage for Educational Purpose.

Primary Sources: Frequency (%)

This table shows how respondents rate social media usage for various educational purposes, with categories such as "Very Good," "Good," "Satisfaction," and "No Comments." Here’s an interpretation of the data for each educational purpose: A majority of users find LMS to be effective, with 39.56% rating it as "very good" and 35.65% as "good." A smaller portion is neutral or dissatisfied. Social media is highly rated for resource sharing and collaboration, with 43.91% rating it "very good" and another 35.65% rating it "good," indicating its utility in this context. Online course delivery through social media is rated positively, with nearly equal numbers giving "Very Good" (43.48%) and "Good" (44.35%) ratings, indicating high satisfaction with this usage. Social media is well-regarded for language learning and cultural exchange, with 36.08% rating it "very good" and 38.27% rating it "good." Social media is particularly valued for accessing MOOCs, with 46.09% rating it "very good" and 29.13% rating it "good." A significant percentage remains neutral or silent. Video lectures and tutorials are highly rated, with 46.52% of respondents finding this aspect of social media "very good." Microlearning through social media receives the highest "good" ratings (46.52%), showing that users appreciate it for short, focused educational content. Other educational uses of social media, such as special training or informal learning, are rated mainly as "good" (43.48%) and "very good" (35.22%). In general, social media is rated mainly as "very good" or "good" for different educational purposes. Especially high ratings are found for video lectures, MOOCs, and resource sharing. The general tone is positive, indicating that social media is an important support to education in many ways [47-49].

The two-way ANOVA model is applied for further discussion. At one point, the computed ANOVA value is 0, which is greater than its p-value at the 5 percent level of significance. Hence, there is no significant difference between the social media usage for educational purposes of the respondents. At another point, the computed ANOVA value is 64.856, which is greater than its p-value at the 5 percent level of significance. Hence, variation among the social media usage for educational purposes of the respondents is statistically identified as not significant [50].

Table 4: Attending Video Lectures on Social Media for Educational Purpose.

Primary Sources: Frequency (%)

This table reflects how respondents rate the educational purposes of video lectures on social media across several dimensions (e.g., live streaming, recorded lectures, interactive sessions), with opinions ranging from "strongly agree" to "strongly disagree." Here's a detailed interpretation: Most respondents (75.22%) either strongly agree or agree that live streaming is effective for educational purposes, though a small portion (13.04%) disagrees. Recorded lectures are also very well rated, with 75.22% of respondents agreeing or strongly agreeing about their educational value. Interactive Q&A sessions while viewing video lectures are preferred, with 80% of the respondents indicating a strong and moderate level of agreement towards their benefits for education. Virtual discussions receive mixed opinions, with 74.36% agreeing and 16.52% disagreeing, so there seem to be mixed feelings as far as their usefulness is concerned. Mobile access to video lectures is rated highly, as 78.69% agree or strongly agree, showing how important mobile access is to learning. Closed captions and subtitles are supported by 78.69% of respondents who agree or strongly agree with their educational benefits, which shows how important they are for accessibility. Personalized learning has the highest agreement, with 87.39% of respondents appreciating its effectiveness, showing strong support for customization in education. Social media video lectures are viewed with positive opinions, with a total of 80.87% in agreement that such an environment reinforces the social learning environment. Overall, there is strong support for the educational purposes of video lectures in social media. The strongest opinions that get top ratings are personalized learning, interactive Q&A sessions, and collaborative learning. Mobile accessibility, live streaming, and the use of subtitles are also valued features, which show that flexibility, interaction, and accessibility are key to an effective learning experience on social media [51].

The two-way ANOVA model is applied for further discussion. At one point, the computed ANOVA value is 0, which is greater than its p-value at the 5 percent level of significance. Hence, there is no significant difference between attending video lectures on social media for educational purposes of the respondents. At another point, the computed ANOVA value is 252.387, which is greater than its p-value at the 5 percent level of significance. Hence, variation among the attending video lectures on social media for educational purposes of the respondents is statistically identified as not significant [52,53].

Social media is indeed very convenient and important for everyone these days to communicate. We can use it to make friends and keep in touch with friends that come from different countries. We could also share our ideas very quickly so that all things could develop so fast because people could tell us their ideas, and we could improve them right away. We could also learn new things on social media by watching or reading the things that people share on social media. People could also sell things on social media free of charge, which could minimize the expenditure of advertisements. More advantages of using social media exist, but there are always pros and cons to a thing. As social media is too convenient for people, almost all of them do not even have to speak out to communicate with people. People will no longer lose their communication skills. The real issue is that many people have used the power of social media and used it to bully someone. Social media power is also similar to that in real life. Social media changed our lives so much. Our lives have become more convenient because social media is a very useful tool for us in the 21st century; it could help us to improve our lives.

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