Empowered through digital social media: exploring university students' perceptions and engagement with sustainability practices

Abstract

This study examines how social media enables Tanzanian university students to adopt sustainable practices. Using social cognitive theory and an explanatory sequential mixed-methods design, we address two research questions: (1) What are students' perceived social media empowerment factors and their engagement with sustainability practices? (2) How do these empowerment factors contribute to sustainability engagement? Descriptive analysis (n=510) revealed that social media serve as powerful tools for resource access (mean score=4.31, 94.12% positive), self-expression and control (mean score=4.09, 88.82%), and participation in virtual sustainability discussions (mean score=4.05, 83.33%). Structural equation modelling showed that self-expression and control were the strongest predictors of sustainability-related collaboration (β=0.797), community outreach (β=0.817), and behavioural change (β=0.827, p<.0001). Access to resources and support demonstrated moderate positive effects on all outcomes (β=0.482-0.537, p<.0001), while participation and engagement showed smaller but significant influences (β=0.122-0.136, p≤.003), underscoring their supplementary roles. Qualitative focus groups (n=12) highlighted peer validation as key to translating engagement into action, although information credibility and motivation gaps persist. The findings extend social cognitive theory by showing that digital feedback amplifies self-efficacy in resource-constrained contexts. Implications include integrating social media into Tanzania's digital education strategy and global Sustainable Development Goals frameworks, with emphasis on digital literacy and peer-supported action. This study bridges gaps in Tanzanian research, offering actionable insights for instructors and policymakers in the Global South.