2025/11/17 by Nishantha Gamage, Pethigamage Perera, Sangeetha Kutty +1 · 1 voice
Social Sciences · Health Professions · #Impact of Technology on Adolescents #Doctoral Education Challenges and Solutions #Social Media in Health Education
paper · doi:10.1111/ejed.70325
openalex publication_date 2025/11/17 · openalex created_date 2025/11/18 · openalex updated_date 2026/07/27
ABSTRACT This study presents a novel application of Stephen Kemmis' Practice Architectures framework, encompassing cultural‐discursive, material‐economic and social‐political arrangements, to investigate the information practices of academics on social media. Drawing upon a systematic literature review of 36 peer‐reviewed articles, the analysis elucidates the underlying patterns, motivations and contextual factors shaping social media engagement in academia. The cultural‐discursive arrangements highlight the role of social media in facilitating scholarly communication, fostering interdisciplinary collaboration and transcending geographical boundaries to enable more inclusive knowledge dissemination. The material‐economic arrangements illustrate the impact of individual technological competencies, platform preferences and resource availability on the frequency and manner of social media usage. The social‐political arrangements reveal how institutional policies, academic roles and career advancement considerations condition social media practices within higher education contexts. Beyond the framework, the study also identifies broader thematic concerns, including information overload, superficial engagement and emotional labour associated with academic social media use. Additionally, the analysis uncovers persistent barriers such as privacy concerns and the erosion of boundaries between personal and professional spheres, which collectively hinder the seamless integration of social media into academic practice. This research offers insights into how social media enables and constrains scholarly engagement, with implications for institutional policy, academic identity and future research.