Underlying dimensions of social media usage as a learning tool among community college students

Introduction Social media has become a potential educational tool in higher education, but most existing research comes from developed countries with strong digital infrastructure. In developing nations like Nepal, where social media is primarily used for communication and relationship maintenance, the factors influencing students' use of these platforms for learning are less well studied. This study aimed to identify the factors that motivate community college students in Nepal to use social media for learning, filling an important gap in understanding technology-enhanced learning in resource-limited settings. Methods A cross-sectional survey was conducted with 386 students across 11 campuses in Lalitpur district, Nepal. Data were collected via a validated 30-item questionnaire assessing perceived usefulness, ease of access, information quality, school support, and sociodemographic factors. Principal Component Analysis (PCA) was used to identify the underlying dimensions associated with students' use of social media for learning. After applying item retention criteria, the final PCA solution retained 14 items. Results PCA with Varimax rotation identified three main factors accounting for 50.56% of the Variance: (1) Learning Behavior (18.97%), students' independent learning, access to materials, and perceived ease of learning; (2) Peer Learning (15.88%), collaborative academic interactions and knowledge sharing; and (3) Learning Adaptability (15.70%), self-regulation, time management, and integrating learning into daily routines. Facebook and YouTube were the most popular platforms (around 97%), with 94.6% of students using mobile phones for learning. Discussion The findings suggest that learning behavior, peer learning, and learning adaptability represent important dimensions associated with the social media use of community college students for learning in Nepal. These results are interpreted through the lens of Social Cognitive Theory and provide practical insights for educators and policymakers seeking to support the educational use of social media. The study highlights the potential of social media to support self-directed learning, peer collaboration, and flexible learning practices among students in community college settings in Nepal.