Factors influencing exposure to and consumption of scientific content on social media: insights from a collaborative world café discussion with school students

Social media is increasingly recognised as having the potential to assist with science learning. However, despite the abundance of science-related content online, many students do not actively engage with such content during their leisure time, which limits its potential as an educational tool. This paper explores factors that influence young people’s exposure to and consumption of scientific content on social media. We used the World Café method to engage students in collaborative discussion to identify these factors. Key factors influencing exposure to content include social networks, algorithmic filtering, and individual behaviours. Many students reported not following scientific accounts, which limits their exposure to scientific content. Furthermore, algorithmic filtering often leads to a decrease in scientific content in their feeds, as students intentionally avoid such material. Furthermore, students indicated that the complexity and repetitive nature of scientific content led to feelings of overwhelm, boredom and disengagement, which in turn heightened fatigue with regard to science communication. Possible implications for teachers and school settings are discussed at the end of the article.