IM Cultural Institute

Tag: Social Media

  • Social Media’s Effect on Sexual Literacy and Healthy Life Skills in Young Adults

    Social Media’s Effect on Sexual Literacy and Healthy Life Skills in Young Adults

    This study explored the relationship between social media use, sexual health literacy, and healthy lifestyle skills among university students, when social media has rapidly transformed how young adults access and engage with health information.

    The aim was to examine whether social media functions as a facilitator or a barrier to health-promoting behaviors in this population.

    Using a cross-sectional and descriptive design, 598 participants voluntarily completed an online questionnaire that included socio-demographic information, the Social Media Usage Scale, the Sexual Health Literacy Scale, and the Healthy Lifestyle Skills Scale.

    Results indicate that participants demonstrated good levels of sexual health literacy and moderate levels of healthy lifestyle skills. A significant positive relationship was found between sexual health literacy, social media use, and healthy lifestyle skills. Students who had previously received education in sexual health or media literacy achieved significantly higher scores in both sexual health literacy and healthy lifestyle measures.

    Additionally, demographic factors such as gender, income level, and place of residence were associated with healthier lifestyle behaviors.

    The authors conclude that responsible use of social media may contribute positively to young adults’ sexual health literacy and health-related behaviors. The importance of integrating media literacy and sexual health education into university curricula and public health policies is underlined, and they also suggest that targeted, evidence-based digital interventions could support young people in critically navigating health information and promoting long-term individual and public health outcomes.

    Learn more about this study here: https://doi.org/10.1186/s12889-025-25651-3

    Reference

    Dülger, H., Ada, G., Dilcen, H. Y., & Bilişli, Y. (2026). Social media’s effect on sexual literacy and healthy life skills in young adults. BMC Public Health, 26(1)

  • Hate Speech on Social Media: A Systemic Narrative Review of Political Science Contributions

    Hate Speech on Social Media: A Systemic Narrative Review of Political Science Contributions

    In light of evidence showing that many young people are frequently exposed to hateful content on social media, in this systematic narrative review the analysis of political implications of online hate speech is proposed. It addresses three key questions: the main drivers of hate speech on social media, its political consequences, and the strategies proposed in political science to counter these dynamics.

    Based on an analysis of 79 articles from political science and international relations, the author finds that online hate is linked to factors such as social media platform policies, regulatory frameworks, perceived threats to in-group identity, far-right and populist rhetoric, politically significant events like elections, traditional media narratives, post-truth dynamics, and historical animosities.

    The literature also indicates that hate speech contributes to the normalization of discriminatory behavior, silences opposing voices, and mobilizes organized hate.

    To address these effects, it is found that political science research emphasizes the role of online deterrence mechanisms, counter-speech, allyship, and digital literacy as key strategies for combating hate in the social media era.

    Learn more about this review here: https://doi.org/10.3390/socsci14100610

    Reference

    Kentmen-Cin, C. (2025). Hate Speech on Social Media: A Systemic Narrative Review of Political Science Contributions. Social Sciences, 14(10), 610

  • The Potential for Media Literacy to Combat Misinformation: Results of a Rapid Evidence Assessment

    The Potential for Media Literacy to Combat Misinformation: Results of a Rapid Evidence Assessment

    This recent review article explores the potential of media literacy as a response to the growing challenge of misinformation, an issue that has attracted increasing attention from academics, policymakers, and social media platforms. It focuses on assessing the effectiveness of media literacy strategies designed to help individuals better engage with and evaluate misleading content.

    The authors used a rapid evidence assessment of research published between 2011 and 2021, examining studies at the intersection of media literacy and misinformation.

    Results show that certain types of media literacy interventions are effective, particularly those that encourage conscious, rational engagement with content and support the development of critical thinking skills. However, the effects of these interventions vary over time, reflecting the complexity and evolving nature of media and information environments.

    Learn more about this review here: https://ijoc.org/index.php/ijoc/article/view/23549/5009

    Reference

    Anstead, Nick et al, “The Potential for Media Literacy to Combat Misinformation: Results of a Rapid Evidence Assessment”, International Journal of Communication19(2025), 2129–2151

  • The Perpetration of On- and Offline Hate Speech among Secondary School Students

    The Perpetration of On- and Offline Hate Speech among Secondary School Students

    This study analyzes the relationship between witnessing and perpetrating hate speech, both online and offline.

    The research was empirically based on data from a purpose-designed questionnaire completed by 571 secondary school students in Almería, Spain, and employs statistical analyses, including binary logistic regression and chi-square tests, to examine these relationships.

    Research results indicate a clear escalation of violence and a transfer between online and in-person hate speech. The influence of close social environments is evident, such as violence within schools. Students who experience hate speech in either environment are significantly more likely to go on to perpetrate hate speech themselves.

    The authors conclude that both online and offline hate speech perpetration are strongly associated with prior exposure to hate speech, particularly having witnessed or suffered in-person hate speech, having encountered hate speech online, and most notably, having been victimized by hate speech online.

    Learn more about this study here: https://doi.org/10.3389/fhumd.2025.1632091

    Reference

    Cáceres, J. M. B., Martínez, P. R., Espinosa, J. J. S., & Joya, L. M. (2025). The perpetration of on- and offline hate speech among secondary school students. Frontiers in Human Dynamics, 7

  • Exploring Hate Speech Dynamics: The Emotional, Linguistic, and Thematic Impact on Social Media Users

    Exploring Hate Speech Dynamics: The Emotional, Linguistic, and Thematic Impact on Social Media Users

    In this study, online hate speech as a growing concern was examined, particularly during the COVID-19 pandemic, when anti-Asian sentiment increased across social media platforms.

    While the prevalence of hateful content has been widely documented, the causal mechanisms underlying emotional and behavioral changes among users who post such content remain insufficiently explored.

    The study addresses this gap by investigating the causal relationship between engaging in hateful content and subsequent changes in linguistic and emotional expression on social media.

    Using a dataset of 6,002 Twitter/X users, the authors apply causal inference methods, including propensity score matching, alongside advanced topic modeling techniques. This approach allows for a comparison between users who post hateful content and a matched group of non-hateful users.

    Findings show that users who engage in hateful posting display significantly higher levels of anger, anxiety, and negative emotions, as well as increased use of third-person pronouns. Moral outrage and profanity peak during hateful posts and decline over time, though they remain higher than in non-hateful content.

    The analysis also reveals that hateful posts are more interconnected, address a wider range of topics, and are more similar to one another, indicating lower cohesion within individual posts but greater cohesion across posts overall.

    Learn more about this study here: https://doi.org/10.1016/j.ipm.2025.104079

    Reference

    Ghenai, A., Noorian, Z., Moradisani, H., Abadeh, P., Erentzen, C., & Zarrinkalam, F. (2025). Exploring hate speech dynamics: The emotional, linguistic, and thematic impact on social media users. Information Processing & Management, 62(3), 104079

  • Teacher Education, Diversity, and the Prevention of Hate Speech: Ethical and Political Foundations for Inclusive Citizenship

    Teacher Education, Diversity, and the Prevention of Hate Speech: Ethical and Political Foundations for Inclusive Citizenship

    This study examines hate speech in educational contexts, focusing on initial teacher training, in the context of Chile.

    Considering how hate speech is conceptualized as a form of expression that promotes violence and exclusion – and the amplifying role of social media -, drawing on the theories of Levinas, Arendt, and Žižek, the study emphasizes the importance of citizenship education in fostering inclusive and democratic educational environments.

    Using a quantitative, descriptive, and correlational design, the research is based on a survey of history pedagogy students at Chilean universities.

    The analysis shows that 51% of participants believe that teacher training programs should explicitly address hate speech, and 70% expect institutional support from the Ministry of Education. Additionally, a moderate positive correlation is identified between social media use and the spread of hate speech.

    Although students acknowledge hate speech as a significant issue, the findings also reveal ongoing resistance to incorporating hate speech and diversity-related content into teacher education curricula.

    A need for public policies is emphasized, which will integrate diversity, human rights, and critical digital literacy into teacher training in order to prevent discrimination and promote ethical and inclusive educational practices.

    Learn more about this study here: https://doi.org/10.3390/soc15050139

    Reference

    Marolla-Gajardo, J., & Riquelme Plaza, I. (2025). Teacher Education, Diversity, and the Prevention of Hate Speech: Ethical and Political Foundations for Inclusive Citizenship. Societies, 15(5)

  • Improving Public Literacy in Hate Speech Cases on Social Media as an Effort to Mitigate Legal and Social Impacts

    Improving Public Literacy in Hate Speech Cases on Social Media as an Effort to Mitigate Legal and Social Impacts

    Following on the evidence that hate speech and the threats posed by it and its recurrence has not received enough attention, the authors have conducted a study of hate speech in social media, focusing in particular on insults that may constitute criminal speech and on the mindset of those who produce such content.

    Using a qualitative approach, the study analyzes a defamation case based on the final decision published on the Supreme Court website. Pragmatic analysis is applied to interpret the intentions underlying the offender’s speech.

    The findings identify several forms of insults, including accusations, curses, ridicule, and combinations of accusations and curses. These forms involve violations of pragmatic maxims, namely the maxims of quality, wisdom, and agreement.

    From a legal perspective, such speech can be prosecuted if it is done intentionally, contains accusations, is disseminated to the public, contains swear words, and defames the victim.

    Concluding results point to the need for greater awareness among social media users of the risks and consequences of insulting speech, emphasizing the importance of literacy around insult and defamation cases.

    Learn more about this study here: https://doi.org/10.17507/tpls.1504.10

    Reference

    Arianto, A. K., Santosa, R., & Yustanto, H. (2025). Improving Public Literacy in Hate Speech Cases on Social Media as an Effort to Mitigate Legal and Social Impacts. Theory and Practice in Language Studies, 15(4), 1120–1129

  • News Literacy and Online News Between Egyptian and Spanish Youth: Fake News, Hate Speech and Trust in the Media

    News Literacy and Online News Between Egyptian and Spanish Youth: Fake News, Hate Speech and Trust in the Media

    An exploratory study reflects on whether citizens can be considered “responsible” in their online news behavior when exposed to harmful content, fake news, and hate speech.

    It aims to position news literacy as a mediating factor in fostering civic responsibility by investigating its role in improving young people’s online news experiences and preparing them to deal with harmful content.

    News literacy is conceptualized as a multi-structural construct composed of motivation, knowledge, and skills. Using a mixed-methods approach, focus group discussions and survey data were combined to examine youths’ online news experiences and assess their levels of news literacy. Youth samples from Egypt and Spain were the empirical basis of the research, allowing for a comparative analysis.

    Results reveal a positive correlation between news literacy and the ability to identify fake news and hate speech, higher engagement with news, greater concern for content accuracy before sharing, and stronger motivation to seek news.

    At the same time, respondents from both countries expressed negative perceptions of professional news media, citing concerns that news organizations are not adequately fulfilling their role as it should be.

    Learn more about this study here: https://doi.org/10.3916/C74-2023-06

    Reference

    Samy-Tayie, S., Tejedor, S., & Pulido, C. (2023). News literacy and online news between Egyptian and Spanish youth: Fake news, hate speech and trust in the media. Comunicar, 30(74), 69–81

  • Policy vs Reality: Comparing the Policies of Social Media Sites and Users’ Experiences, in the Context of Exposure to Extremist Content

    Policy vs Reality: Comparing the Policies of Social Media Sites and Users’ Experiences, in the Context of Exposure to Extremist Content

    While social media enables communication and the sharing of opinions among like-minded users, it also presents risks related to its use for harmful and potentially illegal means.

    The study aims to explore the community guidelines and policies of major social media platforms concerning extremist material and to compare these policies with users’ reported experiences.

    To assess user exposure, the study pilots a new measurement tool, the Online Extremism Exposure Scale (OECE), which captures both exposure to extremist communication and hate speech online.

    Findings show that users report varying levels of exposure, with respondents indicating that extremist material appears during nearly half of their daily time spent on social media. The results also suggest potential shortcomings in social media platforms’ efforts to limit exposure to extremist content.

    Learn more about this study here: https://doi.org/10.1080/19434472.2023.2195466

    Reference

    Williams, T. J. V., Tzani, C., Gavin, H., & Ioannou, M. (2025). Policy vs reality: Comparing the policies of social media sites and users’ experiences, in the context of exposure to extremist content. Behavioral Sciences of Terrorism and Political Aggression, 17(1), 110–127

  • Understanding Social Media Literacy: A Systematic Review of the Concept and Its Competences

    Understanding Social Media Literacy: A Systematic Review of the Concept and Its Competences

    Social Media Literacy – As an emerging concept that remains underdeveloped in the literature, it is presented as a relevant framework for understanding how individuals interact with digital platforms.

    Through a systematic review, the authors aimed to descriptively analyze the main definitions and competences associated with social media literacy.

    To achieve this, a literature search was conducted in the Web of Science, PubMed, and Scopus databases, covering publications between 2010 and 2021 and limited to scientific articles in English and Spanish, with a total of 15 studies selected after applying inclusion and exclusion criteria.

    Findings indicate that social media literacy builds on traditional media literacy while integrating the specific characteristics and implications of digital platforms. It is closely linked to the development of cognitive competences, with critical thinking playing a central role, alongside socio-emotional and technical competences shaped by social context.

    Authors also highlight the influence of social, cultural, economic, and political contexts, as well as the distinct cultures of different platforms, in shaping users’ experiences and interactions on social media.

    Learn more about this review here: https://doi.org/10.3390/ijerph19148807

    Reference

    Polanco-Levicán, K., & Salvo-Garrido, S. (2022). Understanding Social Media Literacy: A Systematic Review of the Concept and Its Competences. International journal of environmental research and public health, 19(14), 8807

  • A Snapshot of Digital Literacy

    A Snapshot of Digital Literacy

    This literature review has the purpose of analyzing the impact of digital literacy and its evolving nature on individuals’ daily lives.

    It explores digital literacy frameworks, approaches to digital literacy education, as well as the relationship between digital literacy and critical thinking, while also addressing emerging and future challenges in digital contexts, providing insight into digital literacy from the perspectives of global citizenship, critical thinking, and rapidly advancing technologies.

    Drawing on a qualitative review of recent literature, the authors reflect on current research to identify key trends in digital literacy.

    Analysis indicates a growing focus on digital literacy over time, with different organizations and institutions developing their own frameworks to support and implement digital literacy initiatives. The review also shows that digital literacy development often begins within the family at an early age and continues throughout life as part of a broader lifelong learning process.

    Moreover, it is discussed how engagement with online resources—particularly social media—contributes to the development of digital literacy skills, while at the same time requiring strong critical thinking abilities to evaluate and filter information. Issues such as information suppression are highlighted as important concerns, underscoring the increasing significance of digital literacy for future generations. As digital technologies continue to advance, the scope of digital literacy is expected to expand further, including competencies related to artificial intelligence.

    Learn more about this review here: https://doi.org/10.1108/LHTN-12-2021-0095?urlappend=%3Futm_source%3Dresearchgate.net%26utm_medium%3Darticle

    Reference

    Tinmaz H, Fanea-Ivanovici M, Baber H (2023), “A snapshot of digital literacy”. Library Hi Tech News, Vol. 40 No. 1 pp. 20–23