This study examines the impact of social media on learning in higher education institutions across Cameroon. With the rapid rise of platforms like Facebook, WhatsApp, Instagram, and Twitter, students increasingly use social media for both academic and non-academic purposes. The research aims to understand how these platforms influence students’ learning experiences, their academic performance, and engagement.

The findings reveal that social media plays a dual role in students’ academic lives. On one hand, it serves as a powerful tool for collaborative learning. Students use social media to form study groups, share resources, and discuss class content. Platforms like WhatsApp and Facebook groups enable them to communicate with peers and lecturers, making it easier to access learning materials and clarify doubts. These platforms also facilitate distance learning, allowing students to engage with their courses and teachers, especially in the context of the COVID-19 pandemic.

On the other hand, social media has also been identified as a source of distraction. Many students spend excessive time on these platforms for non-academic purposes, leading to procrastination and reduced focus on their studies. The addictive nature of social media can divert students’ attention from academic work, resulting in a decline in academic performance. Additionally, excessive use of social media has been linked to poor time management and decreased productivity.

Another key impact of social media is its role in providing access to diverse learning resources. Students are exposed to a wealth of information beyond their academic curriculum, including online tutorials, lectures, and e-books. This accessibility enhances their learning experience and allows them to supplement classroom knowledge with external resources. However, the credibility of the information accessed through social media remains a challenge, as students may encounter unreliable or unverified content that could mislead them.

Digital literacy is also a significant factor in determining how effectively students use social media for learning. Those with a higher level of digital literacy are better equipped to navigate these platforms and use them constructively for academic purposes. Conversely, students with low digital literacy may struggle to differentiate between useful and distracting content, negatively impacting their learning.

In conclusion, social media has both positive and negative impacts on learning in higher education in Cameroon. While it enhances collaborative learning and access to resources, it also poses challenges in terms of distraction and time management. Educational institutions should focus on promoting digital literacy and guiding students on the effective use of social media to maximize its benefits for academic success.

Keywords: Social media, learning, higher education, Cameroon, academic performance, distraction, collaborative learning, digital literacy.