ABSTRACT
This qualitative study determined the learners’ lived experiences on social media exposure as bases for intervention program in Andres Bonifacio Integrated School during the School Year 2025-2026. Using a phenomenological approach design, data were gathered through in-depth interviews and analyzed using thematic analysis. Finding showed that learners experienced both positive and negative experiences on social media exposure. Positive experiences were access to educational information, improved communication with various stakeholders, and recreational entertainment during leisure time. However, negative experiences were identified as social media addiction, health-related issues like eye strain and sleep disturbances, and emotional challenges including anxiety, stress, and exposure to cyberbullying. Learners also encountered misinformation and negative online content, which may influence their beliefs and behavior. These results form the basis of the "SmartScroll" Intervention Program, which aims to promote responsible social media use, enhance digital literacy, and foster collaboration among teachers, parents, and administrators to support learners' digital well-being.
Keywords: Learners’ Lived Experiences, Social Media Exposure, Intervention Program
INTRODUCTION
Background of the study
The rapid advancement of digital technology has made social media an integral part of learners’ daily lives, particularly among adolescents and young adults. Platforms such as Facebook, Instagram, TikTok, and YouTube are widely used for communication, entertainment, information sharing, and academic purposes. From 2020 to 2025, the influence of social media intensified due to increased online engagement driven by remote learning and digital connectivity, leaving learners more exposed to online content than ever before (UNESCO, 2021).
Several studies have emphasized that social media exposure carries both positive and negative implications for learners. On the positive side, social media supports collaboration, access to learning resources, peer interaction, and the development of digital literacy skills when used for academic ends (Ansari & Khan, 2020; Al-Rahmi et al., 2022). Furthermore, learners who engage in educational discussions and content creation through these platforms tend to exhibit higher motivation and engagement in learning activities (Tess, 2021).
However, excessive and unregulated exposure has been linked to academic distraction, reduced concentration, poor time management, and declining performance. Studies conducted during this period indicated that constant notifications, entertainment-oriented content, and prolonged screen time negatively affected learners’ focus and study habits (Karpinski et al., 2020; Gupta & Bashir, 2023). Moreover, excessive use was associated with emotional stress, anxiety, and decreased well-being, particularly when exposure involved negative online interactions or social comparison (Twenge et al., 2021; Sampasa-Kanyinga & Lewis, 2022).
In the Philippine and Asian contexts, research revealed that learners’ social media exposure significantly influenced their academic behavior and reading comprehension skills. While access to diverse digital texts enhanced information literacy, learners were also prone to superficial reading and shortened attention spans due to frequent social media use (Dizon et al., 2023). These findings highlighted the need to balance social media engagement with structured academic guidance.
Given these mixed effects, recent literature underscored the importance of developing intervention programs that promoted the responsible, purposeful, and critical use of social media. Intervention strategies, such as digital literacy programs, guided social media use, and self-regulation training, were found effective in improving academic engagement and online behavior (Livingstone et al., 2023). Understanding learners’ lived experiences regarding social media exposure was, therefore, essential in designing context-appropriate and evidence-based interventions.
Hence, this study sought to explore learners’ experiences with social media exposure as the basis for an intervention program. By examining how social media affected learners academically, socially, and emotionally, the study aimed to contribute to the development of targeted interventions that supported learners’ well-being and academic success in the digital age.
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