A Review on the Use of Social and Learning Media Platforms in Technical and Vocational Education and Training

Abstract

This systematic review examines the role of social and learning media platforms in enhancing instructional methods, student engagement, and skill development in Technical and Vocational Education and Training (TVET). The review synthesizes evidence from peer-reviewed studies published between 2010 and 2025 across Asia, Africa, Australia, and the Americas. Using a rigorous systematic literature review approach supported by an AI-assisted tool (SciSpace) and ChatGPT under full human supervision, 29 relevant studies were selected and thematically analyzed. The findings reveal that social media platforms, mainly Facebook, YouTube, Instagram, WhatsApp, and emerging AI-driven tools, are widely employed to facilitate collaborative learning, authentic tasks, and learner-centered instructional strategies. Evidence indicates consistent improvements in cognitive, emotional, and behavioral engagement, alongside positive gains in both technical and soft skills, including communication, teamwork, and entrepreneurial competencies. Additionally, the integration of immersive technologies such as augmented reality, virtual reality, and artificial intelligence further bridges the theory-practice gap by enabling safe, interactive, and personalized learning environments. The study concludes that while social media-enhanced pedagogies offer substantial benefits for TVET, their effectiveness depends on strategic instructional design, institutional support, and alignment with industry needs.