Facebook as an integrated technological tool in pedagogical activities: enhancing collaborative learning in business education

Abstract

Purpose This study aims to explore the integration of Facebook as a structured pedagogical tool in higher education, with a particular focus on business schools. It examines how instructors incorporate Facebook into teaching practices and how the platform facilitates academic interaction, fosters student engagement and supports course management. The research highlights the potential of Facebook to enhance collaborative learning and contribute to students’ digital identity formation. Design/methodology/approach A qualitative case study was conducted at a Moroccan business school. Data were collected through semi-structured interviews with nine faculty members and ten students, complemented by secondary sources, including Facebook posts and interactions on formal platforms. An abductive reasoning process guided thematic analysis, enabling iterative movement between empirical observations and theoretical frameworks. Triangulation of primary and secondary qualitative data enhanced validity and provided a comprehensive understanding of Facebook’s pedagogical use. Findings Facebook provides an accessible and familiar interface, facilitating its adoption by instructors and students. Its features – particularly Messenger and Facebook Live – enhance real-time communication, support adaptive teaching and maintain pedagogical continuity. Facebook also promotes student engagement, peer collaboration and the development of professional digital identities through structured project work. While some instructors remain cautious because of its informal nature, the platform effectively complements traditional learning tools and extends the reach of formal pedagogy. Originality/value Unlike prior studies that primarily focus solely on student experiences, this research centers on instructors’ practices and multilevel adoption dynamics. It integrates insights from the technology acceptance model, community of inquiry, media richness theory and diffusion of innovation to examine both individual and organizational factors influencing adoption, thereby providing a theoretically grounded and contextually nuanced understanding of social media in higher education. This study offers practical recommendations for faculty and institutions to optimize social media use in teaching and learning, Facebook as an instance.