Social Media Use among High School Youth in King Sabata Dalindyebo Local Municipality: Usage Patterns and Educational Implications

Background: The rapid expansion of social media platforms has fundamentally reshaped how young people communicate, access information, and engage in learning processes. In developing country contexts such as South Africa, this transformation is further influenced by socioeconomic inequalities, digital access disparities, and variations in educational resources. Among high school learners, social media serves not only as a communication tool but also as a potential informal learning environment. However, while its benefits are increasingly acknowledged, concerns remain regarding excessive use, distraction, and its implications for academic performance and social development. Understanding how learners in specific local contexts engage with social media is therefore critical for developing effective educational and policy interventions. Objectives: This study aimed to examine the patterns of social media use among high school learners in the King Sabata Dalindyebo Local Municipality. Specifically, it sought to identify demographic characteristics of users, determine the most frequently used platforms, assess time spent on social media, examine the locations of access, and explore the primary purposes for usage, including educational engagement. Methods: A quantitative descriptive survey design was employed. Data were collected from a convenience sample of 100 learners in Grades 10–12 using a structured questionnaire administered in both English and isiXhosa. The questionnaire gathered demographic information and detailed social media usage behaviours. Data were analysed using SPSS Version 24, employing descriptive statistics such as frequencies, percentages, and cross-tabulations to examine relationships between variables. Results: The findings indicate that WhatsApp is the most dominant platform (57%), followed by TikTok (20%), Facebook (12%), YouTube (6%), and Instagram (5%). A substantial proportion of learners (46%) reported spending 1–3 hours daily on social media, while a notable minority (35%) spent more than four hours per day. Social media use is largely home-based (90%), suggesting widespread access to personal devices. Importantly, social media is not used solely for entertainment: communication (38%) and education (31%) represent the primary purposes, highlighting its integration into both social and academic contexts. Conclusion: Social media is deeply embedded in the daily lives of high school learners in the study area, functioning as both a social and educational resource. While the high levels of engagement present opportunities for enhancing learning through digital platforms, there are also risks associated with excessive use. The study highlights the need for structured integration of social media into educational practices, alongside the promotion of digital literacy and responsible usage among learners.