Abstract

The rapid growth of social media has significantly reshaped learners’ social and educational aspects of life at higher levels of education. Despite the enticing network opportunities of interaction, collaboration, and sharing of educational resources that social networking platforms offer, some writers have raised concerns about the negative effects of social media on the mental health of students and their academic achievements. This paper is an in-depth examination of students’ narratives about their engagement with social media and impacting their happiness and academic success. The study was based on a narrative qualitative methodology. The sample consisted of 25 learners (undergraduate and postgraduate) from different higher education institutions who were purposively selected for participation in the study. Data collection was done through interviews, focus group discussions, and demographic questionnaires. Moreover, the Oxford Happiness Questionnaire was employed as an extra measure for data validity. Narrative analysis by a seasoned practitioner was used for interpreting the narratives shared by the study participants. The results revealed that social media exerts both positive and negative influences on students’ lives. While it supports the facilitation of communication, provision of emotional support, and access to academic information, conversely, it causes distractions, procrastination, social comparisons, and emotional strains, leading to potential reductions in academic performance and overall well-being. Hence, a deliberate and balanced approach to social media use is recommended by the article. Furthermore, the findings highlight the importance of universities digitally supporting student wellness and responsible online engagement among students.