Conceptual Paper on Social Media Platforms as Learning Tools and Their Impact on Digital Marketing Strategy and Learning Effectiveness in Blended Learning Environments

Conceptual Paper on Social Media Platforms as Learning Tools and Their Impact on Digital Marketing Strategy and Learning Effectiveness in Blended Learning Environments

Muhammad Azman Ibrahim*., Mohamad Fariz Abdullah

Faculty of Business and Management, Universiti Teknologi MARA (UiTM) Puncak Alam

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.909000203

Received: 08 September 2025; Accepted: 13 September 2025; Published: 04 October 2025

ABSTRACT

This conceptual paper examines the role of social media platforms as learning tools within blended learning environments, with particular attention to their impact on digital marketing strategy and learning effectiveness. Drawing from contemporary literature, the paper highlights how the integration of social media enhances student engagement, collaboration, and communication while addressing challenges such as distraction and uneven adoption. The proposed framework identifies independent variables—perceived usefulness, ease of use, engagement, and trust—and explains their influence on learning effectiveness as the dependent variable. This study contributes to both academic discourse and practical pedagogy by providing insights into how higher education institutions can strategically leverage social media to optimize teaching and learning in the digital age.

Keywords: Social Media, Blended Learning, Digital Marketing Strategy, Learning Effectiveness, Higher Education, Technology Adoption

INTRODUCTION

Blended learning, a pedagogical approach increasingly adopted in higher education, harmoniously merges traditional in-person teaching with online learning methods to deliver a flexible and comprehensive educational experience (Zhu et al., 2021). This integrated approach utilizes learning management systems to complement classroom sessions, enabling instructors to digitally distribute educational materials and foster ongoing engagement outside of the physical classroom environment Bervell et al., 2021).

Within this evolving educational framework, social media platforms emerge as powerful instruments capable of transforming digital marketing education and enhancing overall learning effectiveness (Wang et al., 2025). The pervasive incorporation of social media into numerous aspects of contemporary life presents educators with significant opportunities to leverage these platforms for teaching purposes (Roshdi & Rahmat, 2023). Considering the substantial global user base of social media platforms such as Facebook, YouTube, WhatsApp, Instagram, TikTok, and WeChat, their influence on education is undeniable (Wang et al., 2025). By strategically embedding social media into the curriculum, educators can capitalize on students’ familiarity with these platforms, cultivating a more interactive and relevant learning environment that aligns with their digital lifestyles (Woods et al., 2019). Regardless of geographical distance, social media functions as a communication tool that allows users to easily share content like images, videos, and files, facilitating blog creation, message exchange, and real-time conversations (Iqbal, 2018).

The intersection of social media and education has garnered significant attention, particularly in the context of digital marketing, where practical application and real-time engagement are paramount. The seamless integration of online and offline communities, particularly among digitally-native students in Malaysia, underscores the importance of strategically leveraging social media to enhance student success (Davis et al., 2014). However, it is crucial to acknowledge the potential distractions that social media can pose, particularly if students are not guided towards its purposeful utilization for educational endeavors (Iqbal, 2018). Indeed, the challenge for educators lies in structuring educational strategies that guide students toward meaningful utilization of digital tools within a defined learning experience, thereby empowering them to become active participants and creators of their own learning (Yarychev & Mentsiev, 2020). The primary objective of this conceptual paper is to explore the potential of social media platforms as learning tools within blended learning environments, specifically focusing on their impact on digital marketing strategy and learning effectiveness.

LITERATURE REVIEW

The current literature review reports on the use of social media by students and faculty; the integration of social media in traditional and distance learning environments; and the pros and cons of using social media for academic practice (Guy, 2012). While students widely use social media for personal matters, its academic application remains limited, with significant disparities in access and engagement among different student groups (Guy, 2012). To successfully integrate social media into education, institutions must offer adequate assistance to students, educators, and staff (Chugh & Ruhi, 2017; Iqbal, 2018). The integration of social media into blended learning environments presents a dynamic avenue for augmenting digital marketing education, primarily due to its capacity to enhance engagement, perceived usefulness, collaboration, communication, and ease of use, all of which collectively contribute to improved learning effectiveness. The integration of social media into educational settings can transform traditional teaching standards by leveraging the prevalent web to create more engaging and relevant learning experiences (Tartari, 2015).

Digital Marketing Strategies

The potential of social media to revolutionize digital marketing education lies in its capacity to enhance several critical aspects of the learning process. This is because the real-time nature of social media facilitates immediate feedback and interaction, enabling students to promptly assess their understanding of concepts and adapt their strategies accordingly. Furthermore, social media platforms offer unparalleled opportunities for collaboration and knowledge sharing, allowing students to connect with peers, mentors, and industry experts from around the world. Discussion forums, online communities, and collaborative projects foster social interaction, knowledge sharing, and peer support, enriching the learning experience and promoting a sense of belonging and community among learners (Yadav, 2024). For instance, in Malaysia, students can use platforms like Facebook Groups or WhatsApp to discuss case studies on local digital marketing campaigns, sharing insights on how brands like Grab or AirAsia are leveraging social media. The dynamic nature of social media necessitates that students develop adaptability and agility, crucial skills for navigating the ever-evolving digital marketing landscape.

The integration of social media in marketing communication is undeniable, especially when the target audience is young people. Higher education institutions recognize the importance of social media in communication and have made it an essential part of their marketing mix (Jadrić & Kovačević, 2018). Moreover, the necessity of digital marketing in marketing education has become increasingly apparent, as it prepares students for the demands of the modern marketing environment (Šević & Slijepčević, 2019). Social media also plays a pivotal role in shaping strategies and fostering brand identity (Jeswani, 2023). Companies leverage social media to engage with consumers, elevate brand recognition, sway consumer behavior, cultivate relationships, and utilize consumer feedback to enhance products, services, and sales (Singh et al., 2025) (Sohaib et al., 2022). By strategically leveraging social media platforms, businesses can actively listen to and learn from their customers, facilitating more effective communication and fostering a unified understanding between marketers and consumers (Wibawa et al., 2022).

This form of marketing serves as a great foundation in the pursuit of locating customers, creating an environment to engage them, and at the same time, producing promoters for various brands (Abbasi et al., 2022). Organizations can leverage social media not only as a means to gain insights into customer behavior but also as a platform to actively engage with them (Emini & Zeqiri, 2021). In blended learning environments, educators can leverage social media to create interactive learning communities, encourage collaboration, and provide personalized feedback, thus enhancing students’ understanding and retention of digital marketing concepts. Therefore, it is believed that higher education stakeholders’ use of social media grows exponentially with time and technology (Jacob, 2015).

Learning Effectiveness

Learning effectiveness, the dependent variable in this study, is significantly influenced by the strategic integration of social media platforms in blended learning environments. The efficacy of social media as a learning tool hinges on its ability to actively engage students, thereby fostering a deeper comprehension of digital marketing principles and strategies (Gruzd et al., 2016). The integration of social media in education is multifaceted, encompassing formal learning, informal learning, and social learning. Formal learning involves structured educational activities, such as online courses, webinars, and virtual workshops. Informal learning refers to self-directed learning experiences, such as exploring online resources, participating in online discussions, and connecting with peers and mentors.

Several studies confirm that students are actively participating in learning through the use of social media. The collaborative learning that occurs with social media tools in the course was not instructed by the teachers but initiated by the students (Lam, 2017). Networked learning leverages social networking media to offer an improved learning environment that prioritizes individuals over content, fostering the development of a “learning community” (Cheng, 2013).

Social learning, on the other hand, involves learning through social interaction and collaboration, such as participating in online communities, collaborating on projects, and sharing knowledge and experiences. Social media platforms can foster collaborative learning by enabling students to connect, share ideas, and work together on projects (Al-Rahmi et al., 2015; Ashraf et al., 2021). The perceived usefulness of social media significantly impacts learning effectiveness by enhancing student motivation and engagement (Tartari, 2015). When students perceive social media as a valuable tool for learning, they are more likely to actively participate in learning activities, explore new concepts, and apply their knowledge to real-world scenarios. By using different interactive methods, educators can help students achieve a sense of community and, hence, realize the many beneficial outcomes tied to community creation in online learning environments (Bernsmann & Croll, 2013). The ability to communicate and collaborate effectively is essential for success in today’s interconnected world, and social media platforms provide students with opportunities to develop these skills.

The ease of use of social media platforms plays a crucial role in determining learning effectiveness. Platforms with intuitive interfaces and user-friendly features enable students to easily access information, connect with peers, and participate in learning activities. Moreover, when social media platforms are seamlessly integrated into the learning environment, students can focus on the content and concepts being taught, rather than struggling with the technology itself (Casey, 2013). Blended learning combines online and face-to-face instruction, providing students with a flexible and personalized learning experience. Blended learning uses diverse technology to support learning, but it also has some downsides, such as less interaction between teachers and students or among students. It is important to acknowledge that blended learning enhances learning opportunities for students and is important for the advancement of education (Tian, 2023). The integration of instructional approaches inside and outside the classroom is vital to improve learning outcome while reducing costs (Selvakumar & Sivakumar, 2019). It is a method for designing and implementing educational curricula, which combines the characteristics of both face-to-face and e-learning through different technologies (Alkhatib & Jaradat, 2021; Sulisworo, 2018).

Blended Learning Environments

Blended learning environments, which combine traditional face-to-face instruction with online learning activities, offer a unique opportunity to leverage the potential of social media platforms for enhanced learning outcomes (Cao, 2023). Blended learning is designed to achieve an active and collaborative student-centered learning environment using online learning (Park, 2021). Blended learning can improve students’ academic performance by combining the benefits of traditional and online training. Blended learning environments can be categorized based on the proportion of online content, ranging from minimal integration to fully online delivery (Ebabhi & Adewara, 2022). In a blended learning environment, social media can serve as a bridge between formal instruction and informal learning, allowing students to connect with peers, share resources, and engage in discussions outside the classroom (Vonti & Rahmah, 2019). Teachers involved in blended learning often use different teaching approaches and designs (Krismadinata et al., 2020).

By incorporating social media into blended learning environments, educators can create a more engaging, collaborative, and personalized learning experience for students (Cui, 2014). The Edmodo-based e-learning model offers flexibility by removing the need for traditional classroom settings (Pertiwi et al., 2019). Students can engage with the course material at their own speed and review lectures at their leisure, which helps them learn more effectively. Blended learning provides a way to integrate online learning into programs that have traditionally used didactic pedagogy (Peck et al., 2021). The implementation of blended learning necessitates a well-planned strategy that considers the learning objectives, student needs, and the available resources.

In higher education, blended learning is becoming more common because it combines the best parts of traditional and online teaching methods (Anthony et al., 2020). Blended learning typically encompasses online instructor-led activities, face-to-face collaboration, and face-to-face instructor-led activities (Tong et al., 2022). Blended learning combines traditional classroom teaching with technology and online content. Blended learning is considered a fundamental redesign of instruction, a change to course structure that alters the time and place in which learning activities occur (Graham & Halverson, 2023). Blended learning helps to increase learning by increasing flexibility and making things easier for students (Hashim & Hamidon, 2022). Blended learning is popular because it mixes traditional classroom instruction with online education (Vo et al., 2017). This method combines different learning settings in a way that makes the most of each medium’s strengths.

Blended learning promotes student engagement, provides prompt feedback, and improves learning outcomes, especially when paired with in-person learning (Hakala et al., 2016). The rise of digital technologies and the increasing demand for flexible learning options have fueled the adoption of blended learning in higher education (Zhang et al., 2020). Blended learning is based on the idea that integrating different educational approaches can lead to a more complete and effective learning experience. Blended learning gives students chances to take control of their learning and work with others, which can boost their motivation and satisfaction. Blended learning helps students learn better because it combines the best parts of traditional classroom learning with online learning. It’s important to make sure that blended learning is well-designed and takes into account the specific needs and backgrounds of the students.

Social Media As A Learning Tool

Social media platforms have emerged as powerful tools for communication, collaboration, and information sharing, transforming how people connect and interact (Kusnadi et al., 2023). Social media helps students learn by providing avenues for them to communicate with each other, collaborate, and seek assistance from teachers outside the classroom. Through online collaboration and communication, social media empowers students to actively participate in the learning process, share their thoughts and ideas, and engage in meaningful discussions (Putri et al., 2020). Social media has transformed education by offering students new ways to connect with information and learn from each other, providing educators and students with new avenues for enhancing the learning experience.

Social media platforms can extend learning beyond the physical classroom, offering students access to a wealth of information and resources. Integrating social media into education can create a more engaging and interactive learning environment, where students are actively involved in the learning process. Social media aids student learning by providing diverse ways for them to communicate and share ideas. Social media platforms help students connect with peers and teachers, and stay updated on course-related announcements and assignments. Blended learning, which combines traditional classroom teaching with online learning, can be greatly improved through the use of social media.

Social media can improve the learning experience by encouraging collaboration and communication, enabling personalized learning, and providing access to diverse perspectives and resources. Social media in education makes learning more interesting, helps students work together, and gives them access to a lot of different resources. The integration of social media into the educational landscape has the potential to transform the way students learn and interact with knowledge. Social media gives students useful tools for learning and connecting with others, but it’s important to use them wisely and carefully to get the most out of them (Tartari, 2015).

Social media platforms offer a range of tools and features that can be leveraged for educational purposes, including discussion forums, group messaging, and content sharing. The ability to connect with peers and instructors through social media can lead to academic success, especially for group projects that don’t require face-to-face meetings (Chandrasena & Ilankoon, 2022). Social media provides students with opportunities to connect with experts in their fields, access real-world examples, and engage in authentic learning experiences. Social media gives students a way to talk to teachers and other students, which makes learning more interesting and helpful (Chukwuere, 2021). Students can get help from teachers and work with other students on social media platforms, which helps them learn and do well in school (Al-Ansi et al., 2021).

Conceptual Framework Linking Social Media And Learning Effectiveness

The conceptual framework posits that engagement with social media, perceived usefulness of social media, collaboration and communication, and ease of use of social media are independent variables influencing learning effectiveness, the dependent variable. The way students use social media, how useful they think it is, how well they can work together, and how easy it is to use all affect how well they learn (Astleitner & Schlick, 2024; Wang et al., 2025). Engagement with social media refers to the extent to which students actively participate in online learning activities, such as discussions, group projects, and content creation. When students are more involved with social media, they tend to be more interested in learning, which leads to better results. The concept of perceived usefulness of social media encompasses students’ beliefs about the extent to which social media platforms can enhance their learning experiences and academic performance. The ease with which students can use social media tools and features is referred to as the ease of use of social media; it affects how effectively they can use these platforms for learning.

Collaboration and communication highlight the role of social media in facilitating interactions and knowledge sharing among students. When students use social media to talk to each other and work together, they can learn from each other’s ideas, ask questions, and get feedback, which makes learning better. If students find social media easy to use, they are more likely to use it for learning, which leads to better results. If students find social media useful and easy to use, it can lead to more active learning, better teamwork, and more effective communication, which all help them learn better.

Conceptual Framework

This framework suggests that social media platforms serve not merely as communication channels but as pedagogical tools that, when integrated effectively, can significantly enhance student engagement and knowledge acquisition (Otchie et al., 2021). Specifically, the interplay between perceived usefulness, ease of use, collaborative opportunities, and active engagement cultivates an environment conducive to deeper learning outcomes (Willems et al., 2018).

Independent Variables

Perceived usefulness, defined as the degree to which an individual believes that using a particular technology will enhance their job performance or learning outcomes, significantly influences the adoption and sustained use of social media in educational contexts in Malaysia (Pan & Jordan‐Marsh, 2010). This perception is crucial because students are more likely to engage with and utilize platforms they believe will genuinely contribute to their academic success (Almarashdeh & Alzaqebah, 2023). This aligns with the Technology Acceptance Model, which posits that perceived usefulness is a primary determinant of behavioral intention to use a system (Park, 2009). Consequently, when students perceive social media as a valuable asset for their learning, they are more inclined to invest time and effort in utilizing these platforms effectively (Guerra et al., 2020). Moreover, the perceived usefulness of social media extends beyond mere information dissemination to encompass aspects like enhanced collaboration and personalized learning experiences, thereby fostering a more dynamic educational environment. This perception can vary among individuals, with some studies suggesting that factors like gender may influence the perceived usefulness of e-learning systems (Pan & Jordan‐Marsh, 2010).

Ease of use refers to the degree to which an individual believes that using a particular system would be free of effort, directly impacting the willingness of students to adopt social media for academic purposes (Lau, 2016). A system perceived as easy to use encourages greater engagement and sustained utilization, as it minimizes cognitive load and reduces barriers to entry (Alamri et al., 2020). Conversely, a complex or cumbersome interface can deter students, regardless of the perceived benefits, limiting the potential for social media to serve as an effective learning tool (Almarashdeh & Alzaqebah, 2023). Therefore, educational institutions must prioritize user-friendly social media platforms and provide adequate training to ensure seamless integration into the blended learning environment (Putra et al., 2021).

Engagement and interaction refer to the level of student involvement with the content and their peers, which is critical for knowledge construction and retention in an online setting. This active participation, encompassing discussions, content creation, and collaborative tasks, transforms passive consumption into active learning, thereby enhancing comprehension and critical thinking skills (Alturki & Aldraiweesh, 2024). This active engagement fosters a sense of community among learners, encouraging peer-to-peer learning and diversified perspectives (Meşe & Gökçe, 2019). The collective influence of social dynamics, including peer influence and community support, further reinforces engagement by creating a supportive environment for technology adoption (Sun et al., 2024).

Trust is a pivotal factor influencing the willingness of students to engage with social media platforms for academic purposes, as it underpins the security and reliability of interactions and information exchange. Without trust, students may be hesitant to share personal information or engage in collaborative activities, thereby limiting the full potential of social media as a learning tool. Concerns about privacy, confidentiality, and information safety significantly impact student engagement within an online learning environment (Siemens et al., 2013). Consequently, establishing a secure and trustworthy digital environment is paramount for fostering open communication and active participation among students (Koranteng et al., 2019).

Dependent Variable

Learning effectiveness, as the dependent variable, represents the ultimate outcome of integrating social media into blended learning environments for digital marketing strategy in Malaysia. This multifaceted concept encompasses improvements in knowledge acquisition, skill development, critical thinking, and problem-solving abilities, all of which are crucial for success in the dynamic field of digital marketing (Cao, 2023). It reflects the pedagogical impact of social media integration, evaluating whether these platforms genuinely facilitate a deeper understanding of marketing concepts and their practical application. Ultimately, learning effectiveness can be measured through various metrics, including academic performance, student satisfaction, and the development of transferable skills relevant to professional digital marketing practice (Wang et al., 2022) (Nørfelt et al., 2018). The adoption of social media in higher education aligns with a universal shift towards technology-enhanced learning, active learning pedagogies, and approaches that enhance employability (Nørfelt et al., 2018).

Relationship Between Independent And Dependent Variables

The effective utilization of social media platforms, driven by factors such as perceived usefulness, ease of use, and active engagement, significantly influences learning effectiveness by enhancing students’ academic performance and fostering collaborative learning (Al-Rahmi et al., 2015) (Amin et al., 2019). This relationship is supported by various studies, some of which demonstrate a direct link between social media usage and improved academic outcomes, while others highlight its role in facilitating collaborative learning environments that indirectly boost performance (Boahene et al., 2019) (Al-Rahmi et al., 2015). Indeed, social media activities, despite potential distractions, have been shown to cultivate learning potential, particularly when students utilize these platforms intentionally for educational purposes (Setiasih et al., 2022). Specifically, social media platforms can foster knowledge sharing and collaborative learning, which are critical elements for enhancing learning effectiveness in digital marketing (Hu et al., 2023) (Al-Rahmi et al., 2015). This suggests that a well-designed social media integration strategy, focusing on pedagogical applications rather than mere social interaction, can significantly enhance students’ grasp of complex digital marketing concepts (Singh et al., 2025) (Hu et al., 2023). Furthermore, empirical evidence suggests a direct correlation between engagement with social media platforms and enhanced learning outcomes, particularly in disciplines like marketing where real-world application and dynamic trends are paramount (Tierney et al., 2018).

Proposed Model

This model posits that by optimizing perceived usefulness, ensuring ease of use, and promoting active engagement and trust, educational institutions can significantly elevate the learning effectiveness of students in digital marketing (Boahene et al., 2019) (Arango-Botero et al., 2020). This conceptual framework provides a structured approach for investigating how these independent variables collectively contribute to a more profound understanding and application of digital marketing strategies within a blended learning context. This comprehensive model considers the interplay of technological acceptance, social dynamics, and pedagogical design in optimizing educational outcomes. Furthermore, it underscores the importance of a holistic approach that extends beyond mere technological provision to encompass the psychological and social dimensions of learning within digital environments. By systematically exploring these interdependencies, educators can better design and implement social media-integrated curricula that maximize student learning outcomes and prepare them for the evolving demands of the digital marketing landscape.

DISCUSSION

Implications for Educators

This section further explores practical strategies and recommendations for educators to leverage the proposed model effectively in their pedagogical practices. Specifically, educators should focus on cultivating a trusting environment to encourage active participation and knowledge sharing among students (Hu et al., 2023). This includes establishing clear guidelines for online conduct, ensuring data privacy, and promptly addressing any concerns students may have regarding the security of their personal information (Astleitner & Schlick, 2024). Moreover, instructors should integrate social media tools in ways that clearly demonstrate their perceived usefulness for learning, thereby motivating students to engage with these platforms for academic purposes (Yu-peng & Yu, 2023). This can be achieved by designing tasks that necessitate collaborative social media engagement, thereby leveraging the inherent social connectivity of these platforms for educational benefit (Magano et al., 2020).

Implications for Digital Marketers

For digital marketers, understanding the dynamics of social media engagement in educational contexts offers valuable insights into consumer behavior, particularly regarding how different demographic segments interact with digital platforms and information. This understanding can inform the development of more effective marketing strategies targeting educational institutions and students, leading to more impactful campaigns (Ruangkanjanases et al., 2022). Additionally, insights gained from student engagement with educational content on social media can be leveraged to refine content strategies and identify emerging trends relevant to broader marketing applications (Ruangkanjanases et al., 2022). Furthermore, the insights into how students perceive the usefulness and ease of use of various social media features for learning can directly translate into optimizing user experience and interface design for marketing platforms (Almarashdeh & Alzaqebah, 2023). The application of these insights can extend to refining customer journey mapping and personalizing content delivery to enhance engagement and conversion rates within digital marketing campaigns.

Future Research Directions

Future research should consider exploring additional factors that may influence social media engagement and its impact on learning effectiveness, such as personality traits and motivational differences among students (Lau, 2016). Longitudinal studies would also be beneficial to establish causal relationships and track the evolution of social media’s role in blended learning environments over time (Olugbade, 2023). Moreover, comparative studies across different cultural contexts could illuminate variations in social media adoption and its pedagogical impact, providing a more globally informed perspective on its utility in higher education. Furthermore, investigation into the ethical considerations and potential challenges associated with integrating social media into academic curricula, such as digital divide issues and data privacy concerns, is warranted to ensure equitable and responsible implementation (Lytras et al., 2018).

CONCLUSION

This conceptual paper has presented a comprehensive model illustrating how engagement with social media, perceived usefulness, collaboration, communication, and ease of use collectively contribute to enhanced learning effectiveness in digital marketing within a blended learning environment. This framework provides a robust foundation for future empirical studies to validate these proposed relationships and refine pedagogical approaches in the rapidly evolving landscape of digital education. By highlighting the intricate interplay of these variables, this research underscores the transformative potential of social media as a pedagogical tool when strategically integrated into blended learning designs (Ruangkanjanases et al., 2022). Ultimately, this theoretical exploration aims to guide the development of innovative educational practices that harness the power of social media to foster deeper learning and cultivate digitally-proficient marketing professionals.

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