Leveraging social media for science education in China: teachers’ integration practices, perceived benefits, and implementation barriers

Background Social media and digital technologies increasingly influence science education globally, yet their integration differs substantially across cultural contexts. China’s technology adoption approach offers a unique comparative case with Western educational systems, particularly regarding student engagement and pedagogical innovation in high schools.Purpose This study examines social media integration in China’s high-school science education compared with Western contexts, identifying culturally-motivated differences in technology adoption and providing responsive strategies for enhanced science teaching and learning.Sample The study included 300 high school students and 30 teachers from 10 Chinese schools. Data collection spanned six months (September 2023–February 2024) with daily teacher interviews. Comparative data from Western educational settings were integrated for cross-cultural analysis.Design and Methods A mixed-methods approach combined surveys and daily qualitative interviews. Surveys gathered quantitative data on technology use, perceptions, and engagement levels. Daily interviews with teachers provided in-depth insights into implementation practices, challenges, and contextual factors influencing adoption. Parallel data collection from Western contexts enabled cultural comparison.Results Analysis revealed distinct trends toward greater student participation and technology use in Chinese science education. Positive impacts included: (1) increased classroom participation, (2) improved scientific phenomenon representation through 3D models, and (3) enhanced student-teacher interactions via digital platforms. Secondary challenges included unequal technology access across geographic and socioeconomic regions, increased misinformation vulnerability, and educator resistance to technology-centered methods. Cross-cultural analysis revealed both differences and similarities in technological integration approaches between Chinese and Western contexts.Conclusion This study contributes to literature on cross-cultural educational technology adoption. While technology integration benefits student engagement and collaboration, cultural contexts, institutional support, and socioeconomic factors significantly influence implementation. Findings provide evidence-based strategies for educators and policymakers. Future efforts should prioritize equitable technology access and culturally-tailored professional development to address educator resistance.