Social media use, academic engagement, and social life among university students in a conflict-affected context: evidence from Afghanistan

This study addresses the limited empirical research on social media use in Afghanistan’s higher education system and provides evidence-based insights to inform policy and digital learning strategies in a fragile context. It examines social media use, academic engagement, and social life at Mirwais Khan Nika University, Zabul, using a cross-sectional design with data from 361 students analyzed through SPSS 24. Chi-square goodness-of-fit tests, Pearson correlation analysis, independent samples t-tests, one-way ANOVA, and simple linear regression were applied to examine usage patterns, differences, associations, and relationships among variables. The findings indicate that WhatsApp, Facebook, and Messenger were the most frequently used social media, while LinkedIn, Snapchat, and Pinterest were less used, with students spending two hours or less per day. Chi-square results showed significant variation in social media use and daily time spent online. Moreover, students reported using social media for academic engagement purposes, including learning from teachers, accessing information, sharing educational materials, and self-directed learning, as well as for social life purposes such as awareness of social issues, community involvement, and peer communication. Pearson correlation showed no significant association with outcomes, whereas regression indicated significant relationships with both domains. The study offers theoretical insights and practical guidance for policymakers, educators, and university administrators.