Contextualizing gendered social media practices in African higher education: The case of UBIDS, Ghana
DOI :
https://doi.org/10.51867/AQSSR.3.4.9Mots-clés :
Gendered social media practices, Social media usage, Gender differences, Higher education, UBIDS, GhanaRésumé
Despite the rapid growth of social media (SM) use in higher education, there remains limited context-specific evidence on how institutional environments shape gendered SM practices. Existing studies are further constrained by methodological limitations and inconsistent findings regarding gender differences in SM usage. Guided by the Uses and Gratifications Theory (UGT) and the Unified Theory of Acceptance and Use of Technology (UTAUT), this study examined gender differences in SM platform preferences and usage patterns among undergraduates at the University of Business and Integrated Development Studies (UBIDS), Ghana. The study adopted a pragmatist philosophy and employed a convergent concurrent mixed-methods design to collect quantitative and qualitative data simultaneously. A sample of 365 undergraduate students was selected using multi-stage sampling, comprising stratified random and proportionate sampling techniques, while purposive sampling was used to select qualitative participants. Data were collected through a survey, three focus group discussions (FGDs), and twelve key informant interviews (KIIs). Quantitative data were analysed using SPSS version 25 and summarised using descriptive statistics and chi-square tests, while qualitative data were transcribed and analysed thematically. The findings indicate that Facebook, Telegram, and X (formerly Twitter) were more commonly preferred by male students, whereas TikTok and Snapchat were more popular among female students. Male students primarily used SM for socialisation and information seeking, while female students were more likely to use SM for entertainment and creative expression. The study concludes that gender differences in SM platform preferences and purposes of use exist among UBIDS undergraduates, but these differences are contextually shaped by user motivations, technological affordances, institutional environments, peer influence, and socio-cultural expectations rather than by gender alone. The study recommends that UBIDS strengthen digital literacy and digital wellbeing programmes and strategically integrate widely used SM platforms into teaching, learning, and professional development while ensuring equitable and non-stereotypical digital engagement.
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© Prof. Cuthbert K. M. Baataar, Abdallah Issah, Thomas Azagsiba Agana (Author) 2026
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