WhatsApp groups as informal knowledge management platforms in African higher education

Purpose This study aims to examine how WhatsApp groups function as informal knowledge management platforms in lecturer–student collaboration within African higher education. Design/methodology/approach A cross-sectional survey was conducted among 454 undergraduate students at the University of Ghana. Data were analysed using descriptive statistics, confirmatory factor analysis, correlation analysis and multiple regression. Findings Students reported extensive use of WhatsApp groups for academic knowledge sharing and collaborative learning. Social presence was the strongest predictor of collaborative learning (β = 0.606, p < 0.001), followed by lecturer interaction, engagement and knowledge-sharing practices. Information overload and unequal participation emerged as the principal challenges. Students also expressed strong support for integrating WhatsApp functionalities with the institutional learning management system to improve the organisation and continuity of academic knowledge exchange. Originality/value The study contributes to information and learning sciences scholarship by conceptualising WhatsApp groups as informal knowledge management infrastructures in African universities. It demonstrates how mobile messaging platforms support collaborative knowledge creation while simultaneously generating challenges associated with information overload and unstructured communication.