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@article{192156,
        author = {Chavi Jain and Dr. Surekha Soni},
        title = {Digital Pedagogies and Psychological Well-being: A Critical Analysis of Social Media’s Role in Shaping Cognitive and Emotional Outcomes in Higher Education},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {12},
        number = {9},
        pages = {546-552},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=192156},
        abstract = {The evolving view of higher education suggests that digital pedagogies are becoming indispensable for teaching, learning, and collaboration. Among these, social media platforms have emerged as both powerful tools for engagement and potential sources of psychological strain. This paper critically analyses the dual role of social media within digital pedagogical environments, examining its impact on cognitive processes and psychological well-being among university students. Drawing from interdisciplinary research across education, psychology, and digital communication, the study explores how social media encourages participatory learning, peer collaboration, and digital literacy while simultaneously contributing to stress, distraction, and social comparison.
The analysis begins by defining key constructs—digital pedagogy, psychological well-being, and social media—and situates them within the contemporary academic context. It highlights the pedagogical promise of social media in enhancing collaboration, inclusivity, and autonomy, which are essential components of student engagement and emotional resilience. Conversely, it discusses the risks of technostress, digital fatigue, and diminished self-esteem resulting from overexposure and algorithmic manipulation. The paper identifies underlying mechanisms such as social comparison, validation-seeking, attention fragmentation, and cognitive overload that mediate the relationship between social media use and student outcomes.
Building on this foundation, the paper proposes a well-being-oriented framework for integrating social media into higher education pedagogy. It emphasizes the importance of digital competence training, active rather than passive engagement, institutional digital well-being policies, and continuous evaluation of both cognitive and emotional indicators. The discussion also underscores existing research limitations, including the difficulty of establishing causal relationships, the need for cross-cultural data, and the rapid evolution of digital environments that outpace scholarly inquiry.
Ultimately, the paper argues that social media, when ethically and thoughtfully employed, can serve as a transformative pedagogical instrument that enriches learning and psychological health. However, without deliberate moderation and institutional support, it risks undermining the very well-being it seeks to enhance. By reframing digital pedagogy through a psychological lens, higher education can create environments that balance innovation with care, cognitive growth with emotional balance, and connectivity with mindful engagement.},
        keywords = {Digital Pedagogy, Social Media, Psychological Well-being, Higher Education, Cognitive Outcomes},
        month = {February},
        }