Dialogue about Social Media: A Qualitative Research on the Experiences of Secondary School Teachers

Abstract

This qualitative study examines the experiences of secondary school teachers in engaging in dialogue about social media with their students. While social media plays a significant role in the daily lives of young people, how this topic is discussed in the classroom setting remains unclear. This research was conducted as part of the Filter Bubble project from Utrecht University and involved four focus groups with 18 Dutch secondary school teachers who were training to be social studies teachers (maatschappijleerdocenten). Using thematic analysis, two main themes emerged: the perceived role of social media in students’ lives and its place in school settings. Teachers believed that social media has a prominent role in the lives of students and recognized that several ethical dilemmas are tied to social media, such as addiction, algorithmic bias, fake news, and cyberbullying. When discussing social media, teachers adopted various roles – raising awareness, connecting to the students’ experiences, and staying neutral but guiding. Although they believe dialogue about social media is important, barriers such as a digital fluency gap, a lack of knowledge, and institutional barriers were perceived as challenges. These findings highlight the importance teachers place on dialogue about social media, as well as the challenges they face.