Social media practices among academics: the case of Sri Lankan universities
DOI:
https://doi.org/10.47989/ir31ISIC65150Keywords:
University academics, Social media, Higher education, Information practices, Sri LankaAbstract
Introduction. This study examines how Sri Lankan university academics engage with social media for professional purposes, focusing on demographic and job-related factors associated with platform adoption, frequency of access, and perceived satisfaction, as well as the competencies and skills required for effective use. While much prior work emphasises student use, academics’ perspectives remain underexplored, especially in South Asia.
Method. A mixed-method approach was employed, comprising a survey of 432 academics from multiple Sri Lankan universities and semi-structured interviews with 22 academics. The survey captured demographic characteristics, platform adoption, frequency of access, and perceived satisfaction, while interviews explored experiences, barriers, and competencies.
Analysis. Quantitative data were analysed using descriptive statistics and cross-tabulations to examine patterns of platform engagement and satisfaction across demographic and professional characteristics. Interview data were analysed thematically to provide insights into academics’ motivations, challenges, and perceived skill requirements.
Results. Patterns of professional social media engagement varied by gender, age, discipline, rank, and educational background. Younger academics and women reported higher levels of everyday professional use, and women also reported higher satisfaction with platforms including YouTube, LinkedIn, and ResearchGate, whereas senior academics reported greater engagement with more information-focused platforms such as Academia.edu and Twitter. Key competencies included digital literacy, cybersecurity awareness, research and information literacy, pedagogical integration, and time management.
Conclusions. Social media is increasingly central to Sri Lankan academics’ professional work, supporting both pedagogical and professional activities. However, sustainable engagement requires not only individual skills and self-regulation but also institutional support, infrastructure, and ongoing professional development.
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