This article explores the pedagogical value of integrating social media platforms—specifically TikTok—into Higher Education teaching, not merely as tools for behavioural insight, but as active and powerful learning environments. Drawing on practical experience from delivering a Research Methods module to undergraduate psychology students, this paper examines how TikTok was used to teach complex statistical concepts such as frequency distributions and predictive calculations. The integration of social media content into the learning process led to increased engagement, deeper understanding, and sustained application of knowledge beyond the classroom setting.

Rather than viewing social media as a distraction, this approach aligns with Vygotsky’s (1978) sociocultural theory and the principle of scaffolding, whereby learners build new knowledge through guided interaction with more knowledgeable others and tools within their cultural environment. TikTok, in this context, becomes both the tool and the cultural environment. Similarly, the Socratic method (maieutic approach) supports dialogic teaching and discovery through questioning and real-world relevance, encouraging critical thinking and learner autonomy (Knezic et al., 2010).

In an age where students’ realities are shaped by digital interaction, pedagogical strategies must adapt. Engaging with learners on platforms that form a natural part of their digital landscape allows educators to co-construct meaning in a language and format that resonates with them (Greenhow & Lewin, 2016). TikTok’s short-form, visually engaging, and participatory format offers a unique opportunity to demonstrate abstract concepts in action—providing instant feedback loops, encouraging peer learning, and fostering creative expression. This aligns with contemporary active learning theories which advocate for relevance, autonomy, and collaboration in the learning process (Ryan & Deci, 2020).

Moreover, recent studies have highlighted the motivational and cognitive benefits of digital micro-learning environments. These include improved retention, increased learner agency, and enhanced metacognition (Giannikas, 2020; Wang et al., 2021). By asking students to create TikToks explaining psychological theories or solving statistical problems, the learning process becomes performative, reflective, and anchored in the students’ own contexts—bridging the often rigid gap between theory and practice.

Initial feedback and data gathered from module evaluations and student reflective accounts support the positive impact of this method. Students reported increased confidence in applying statistical methods and expressed greater enjoyment and perceived relevance of the module. This paper will present preliminary thematic and descriptive analysis of student feedback, highlighting the pedagogical gains, challenges encountered, and ethical considerations when using social media in educational settings.

Ultimately, this article calls for a paradigm shift—from perceiving social media as a threat to academic rigour to harnessing its pedagogical potential. In doing so, we embrace students’ digital lives as a legitimate site of learning, creativity, and critical thinking. TikTok, when used intentionally, becomes not a distraction, but a scaffold—supporting learners in meaning-making and skill development in ways that are authentic, participatory, and transformative.

Keywords: TikTok, Social media pedagogy, Active learning, Scaffolding theory, Higher Education innovation.