Integrating TikTok into the classroom: A pedagogical strategy for strengthening cultural diversity
DOI:
https://doi.org/10.64736/ueplc.2025.v8.n1.1Keywords:
cultural diversity, teaching method innovation, inclusive education, social mediaAbstract
Currently, social networks exert a significant influence on education, and TikTok®, due to its popularity among young people, shows potential for fostering cultural diversity in the classroom; in this regard, the study aimed to analyze its incorporation as a pedagogical strategy at Unidad Educativa Alfredo Pérez Guerrero in San Pablo del Lago, Ecuador. A mixed-methods approach was applied: structured surveys were conducted with 50 first-year high school students and teachers, complemented by participatory discussions and perception analysis; quantitative data were processed through descriptive statistics using SPSS, while qualitative data were analyzed through categorical coding. The results revealed that 92% of students use TikTok® actively, although only 21% employ it for educational purposes, while 85% of teachers acknowledged its pedagogical potential despite the lack of training; furthermore, the creation of short videos on cultural knowledge and practices increased students’ appreciation of local traditions by 78%. Within this framework, the findings suggest that TikTok®, under proper pedagogical planning, may serve as an effective tool to motivate students, strengthen cultural identity, and promote inclusive education, provided it is accompanied by teacher training and critical strategies to ensure sustainability and quality.
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