Society is currently experiencing a shift in its norms, driven by the accelerated integration of new information technologies, such as social media and content-sharing platforms, into daily life. The extensive, diverse, and continuous availability of online resources is fundamentally reshaping how individuals access and engage with information and content. This transformation is particularly impactful for children and adolescents, as younger generations increasingly adopt instant communication and connectivity via digital platforms. Consequently, the educational framework must evolve to reflect this changing social context. Future learning approaches should integrate contemporary models of social communication, adapting them to achieve educational objectives through constructive alignment and fostering the development or enhancement of cross-disciplinary skills.

However, prevalent teaching approaches in higher education classrooms often do not reflect this evolution, frequently leading to a lack of motivation among students. Traditional lecture-based instruction, supported by written documents or slide presentations, does not align with the communication paradigms expected by today’s learners. Thus, it is incumbent upon educators to adapt to the needs of current students and to facilitate deeper learning by designing activities that capture and sustain their interest.

The rise of short-form video platforms, such as TikTok, offers educators new opportunities to engage students in innovative and accessible ways. Accordingly, this study aims to examine how TikTok videos can complement traditional teaching methods by engaging students with concise, visually compelling content. The following methodology emphasizes the strategic use of TikTok’s format, detailing the structural components critical for effective educational videos, including hooks, explanations, and conclusions.

In this paper, we propose the use of TikTok to develop learning activities within a Bachelor’s-level course in Data Structures and Algorithms. The proposal involves dividing students into groups of 2-4 members, with each member assigned a defined role in the documentation, scripting, production, and recording of a short video in TikTok’s format. Additionally, students are required to incorporate relevant trivia into their videos that is not provided in the course materials. This requirement compels them to independently research and critically assess information related to their assigned topic. The evaluation of this activity is multifaceted, involving both peer and instructor assessments. On the one hand, group members will reflect on their contributions through a self-evaluation survey. On the other hand, the entire class will assess the videos at the end of the course, emphasizing their effectiveness as social media products by evaluating elements such as pacing, editing, and clarity. Lastly, the instructor will evaluate the group members based on the accuracy, depth, and reliability of the information presented in their videos. This methodology encourages students to participate in active learning, taking ownership of their educational experience. Furthermore, it promotes the development of essential soft skills, such as communication and teamwork, by structuring the activity as an informal collaborative learning exercise.

Keywords: Social media, TikTok, Student engagement, Data structure.