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Social media and sustainable education: an analysis of the mediating role and competence of teachers

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Category: Content №3 2025

Last Updated on 25 June 2025

Published on 30 November -0001

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Authors:

S.Liu, orcid.org/0000-0002-0026-6250, Sanming University, Network Technology Center, Sanming, the People’s Republic of China; SEGi University, Petaling Jaya, Malaysia; Sanming University, School of Information Engineering, Sanming, the People’s Republic of China

B.Gong*, orcid.org/0009-0008-0213-8093, Sanming University, Office Educational Administration, Sanming, the People’s Republic of China, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

M.S.Islam, orcid.org/0000-0002-0085-9486, Bangladesh Army International University of Science and Technology, Cumilla, Bangladesh

A.N.M.Saif, orcid.org/0000-0001-7078-6780, Universiti Putra Malaysia, Serdang, Selangor, Malaysia; University of Dhaka, Dhaka, Bangladesh

S.M.A.Alam, orcid.org/0000-0003-1748-8295, Begum Rokeya University, Rangpur, Bangladesh

F.O.Edeh, orcid.org/0000-0001-8041-1317, Kampala International University, Kampala, the Republic of Uganda

* Corresponding author e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

повний текст / full article

Naukovyi Visnyk Natsionalnoho Hirnychoho Universytetu. 2025, (3): 237 - 244

https://doi.org/10.33271/nvngu/2025-3/237

Abstract:

Purpose. This study aims to investigate how social media affects teachers’ attitudes towards this medium, their knowledge and ultimately sustainable education.

Methodology. The Theory of Reasoned Action is presumed to provide theoretical underpinning. Based on TRA and extant literature, our research structure began. We made use of a stratified random sampling technique to obtain and analyze quantitative data by using 451 valid responses from university teaching staff. We made use of PLS-SEM as a technique for multivariate analysis.

Findings. The findings indicate that using social media has a positive influence on teachers’ attitudes toward social media, which in turn enhances their knowledge. Additionally, both teachers’ attitudes toward social media and their knowledge contribute positively to sustainable education.

Originality. Our study found that teachers’ knowledge development and sustainability of education are supported by social media, which fosters positive attitudes towards the medium.

Practical value. The findings of this research have both academic and practical implications, which serve as the foundation for promoting sustainable education.

Keywords: social media, sustainable education, teachers’ knowledge, PLS-SEM, SmartPLS 4

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