FACEBOOK AND HIGHER EDUCATION: Perceptions of Students and Teachers about the Academic Uses of the Social Network at a Higher Education Institution in Angola

Abstract

This article analyzes the perceptions of students and higher education teachers regarding the use of Facebook in the academic context, focusing on a Public Higher Education Institution in Luanda, Angola. The study aimed to understand how participants perceive the potential and limitations of Facebook in the teaching-learning process, linking its use to academic performance and pedagogical mediation. Methodologically, this is a qualitative, descriptive, and exploratory study using semi-structured interviews with ten students from various degree programs and academic years, alongside three faculty members. Data were examined using thematic content analysis. Results show that Facebook operates as a hybrid and ambivalent space: on one hand, it facilitates communication, material sharing, and extended academic interactions beyond the physical classroom; on the other hand, it introduces risks of attention dispersion, poor study time management, and exposure to unverified information. The study concludes that the pedagogical effectiveness of the platform relies heavily on digital literacy skills and reflective mediation strategies.