TECH-SAVY AND SOCIAL ISSUE AWARENESS: A PHENOMENOLOGICAL EXPLORATION OF MONCAST STUDENTS’ EXPERIENCES IN LEARNING ABOUT CURRENT SOCIAL ISSUES THROUGH SOCIAL MEDIA

EDUCATION

This study explored the lived experiences of Monkayo College of Arts, Science, and Technology (MonCAST) students in learning about current social issues through social media. Anchored on Constructivist Learning Theory, the study aimed to understand how technologically adept students engage with social issues, identify the challenges they encounter in developing deeper awareness, and examine the coping mechanisms they employ to address these challenges. A qualitative descriptive phenomenological design was utilized. Five college students enrolled in Social Studies-related subjects and actively using social media were purposively selected. Data were gathered through in-depth interviews and participant observations and were analyzed using thematic analysis to identify emerging patterns and themes. Findings revealed that social media serves as the primary source of information and provides constant exposure to current social issues, enabling students to relate online content to real-life concerns. However, participants experienced difficulties in identifying credible information, dealing with misinformation, and understanding issues due to conflicting and misleading content. To address these challenges, students employed strategies such as factchecking, comparing multiple sources, utilizing credible digital and academic resources, and seeking guidance from teachers and peers. The findings underscore the importance of integrating media literacy, critical thinking, and guided digital engagement in Social Studies instruction to promote deeper civic awareness and responsible participation in contemporary society.

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