The Role of Social Media in Shaping Chinese Higher Education for International Students: Trends and Implications

Abstract

With the proliferation of social media, its role in influencing educational outcomes has become a crucial area of inquiry. This study investigates the impacts of social media usage on learning outcomes and engagement among international students in Chinese higher education institutions. A sample of 414 international students in China across various disciplines and academic levels participated. Employing a structural equation model, the study assessed the direct impact of social media usage, both academic and non-academic, on student learning outcomes and explored the mediating role of international student engagement (ISE) and the moderating effect of Self-based Identity (SBI). The results indicate that academic and non-academic social media usage significantly influence learning outcomes. ISE was also positively influenced by social media usage but did not mediate its relationship with learning outcomes, indicating a direct and substantial effect of social media usage on these outcomes. Additionally, while SBI positively impacts learning outcomes, it also moderates the effect of ISE on these outcomes, suggesting that a strong academic self-identity may enhance the benefits of engaging activities on learning outcomes. The findings provide theoretical insights and practical implications for educators, policy makers, and researchers in higher education. The results suggest the strategic integration of social media in teaching and fostering international students’ academic self-identity can help improve learning outcomes. The study’s outcomes also prompt further research on other potential mediators and moderators in the context of social media usage in higher education.