Educational transformation is increasingly influenced by emerging technologies, which offer unique opportunities to redefine learning. This study aims to critically analyze the scientific production related to the use of emerging technologies in the educational field, focusing on their impact on the teaching–learning process. A systematic review of the scientific literature was carried out, analyzing a total of 1567 articles from 2000 to 2024. The results reveal that, although there is a growing interest in the integration of technologies such as artificial intelligence and augmented reality, concerns also emerge about their implementation and effectiveness. In addition, research trends are identified that suggest a multidimensional approach to the use of these technologies, highlighting the importance of teacher training and the educational context in which they are applied. The conclusions indicate that, to maximize the positive impact of these technologies, an informed pedagogical approach that considers the advantages and challenges they entail is essential. This analysis provides a foundation for future studies and guidance for educators and policy makers in effectively incorporating emerging technologies into the educational environment.

Companies use social media to foster ongoing relationships with customers. One specific way companies do this is by fostering brand communities through fan pages on social networking sites. These virtual platforms allow consumers to become brand advocates. It also allows brands to generate and increase direct engagement with consumers, which is a key metric to assess brand performance. However, little is known about how different post criteria influences distinct levels of social media engagement. To explore this further, we developed a model to analyze the impact of 31 structural, semantic, and morphological content factors over consumer engagement, measured by the number of likes and comments on 680 brand posts from 14 Instagram fan pages across ten sectors. The results revealed a solid model, with an explanatory power of 73.1% (R2) for likes and 47.5% (R2) for comments. The results also established how content factors influenced different engagement levels; i.e. videos with sound, carousel posts with multiple photos, and posts with hashtags achieved higher engagement levels in terms of likes. Contrarily, graphics, interactive content that involved voting, contests, and questions reached higher engagement with regard to comments. We contribute to academic and practical research this new model to study and implement social media solutions that improve customer engagement as part of an organizations’ marketing and branding strategies. The limitations of this paper relate to the size of the sample and the scope of the reviewed literature.

Analyzing the influence of social media on the learning process is no longer a novel idea; however, due to its importance for students and consequently for teachers, research continues to explore the pedagogical potential of social media. The main objective of the present study was to analyze the influence of teacher roles (guide or facilitator) on students’ social participation in Twitter and their perceived academic experience. The sample consisted of 525 future teachers, all of the Master’s degree students at Spain’s National Distance Education University (UNED). We used a mixed triangulation design, a theoretical model, quantitative methods (descriptive analysis and contrast of means) and qualitative methods (content analysis following the principles of grounded theory). Our results showed that the teacher’s role as a facilitator exerted a more positive influence on how students assessed their experience and on their participation on Twitter than the role as a guide. We conclude that the use of social media sites in education offers a motivating and satisfying framework that is not provided by other more traditional means such as forums, and that a role that facilitates independent learning is a better strategy when using social media in the classroom.El análisis de la influencia de las redes sociales en el proceso de aprendizaje ya no es una novedad. Sin embargo, debido a su importancia para el alumnado y en consecuencia para el profesorado, la literatura científica sigue prestando atención al potencial pedagógico de las redes sociales. El objetivo principal de esta investigación fue analizar la influencia del rol del profesorado (guía y facilitador) sobre la participación social en Twitter y la experiencia académica percibida de los estudiantes. La muestra estuvo formada por 525 futuros profesores, estudiantes de posgrado en la Universidad Nacional de Educación a Distancia. Se utilizó un diseño mixto de triangulación, un modelo teórico, una parte cuantitativa (análisis descriptivo y contraste sobre medias) y otra cualitativa (análisis de contenido, siguiendo los principios de la teoría fundamentada). Los resultados mostraron que el rol facilitador del profesor influye positivamente en la valoración de la experiencia por parte de los estudiantes y en la participación en Twitter, en mayor medida que el rol guía. Por un lado, se concluye que el uso de las redes sociales, en el ámbito educativo, proporciona un marco motivacional y de satisfacción que no lo aportan otros medios más tradicionales, como los foros, y, por otro, que un rol que facilita un proceso de aprendizaje independiente es mejor estrategia cuando hablamos de redes sociales en el aula.

Several studies on youth and social networks have generally revealed extensive usage of these Internet services, widespread access from almost any location and the special importance that the youth attach to these services in building their social relations. This article presents part of the analyses and results from a research questionnaire on «Scenarios, digital technologies and youth in Andalusia», administered to a population of 1,487 youth between the ages of 13 and 19. The discussion on young Andalusians and social networks revolves around the structure and configuration of their profiles, intended uses and the privacy and security involved. The results reveal a population with nearly unlimited access to social networks and with very little adult monitoring; moreover, those connecting are younger than the legal minimum age defined by the Internet services themselves. The motivations of Andalusian youth for using social networks fall into three areas. The first two, social and psychological/affective motivations, are also commonly found in other studies; the third refers to the need to use social networks in matters concerning everyday life. This paper suggests certain new aspects in its conclusions in order to explain the nature and meaning of the practices of Andalusian youth in social networks. Diversos estudios sobre jóvenes y redes sociales han demostrado, en general, el alto consumo de estos servicios de Internet, generalizándose su uso en casi todo tipo de ubicaciones y valorando su importancia en la construcción de las relaciones sociales entre la juventud. En este artículo se presenta parte de los análisis y resultados del cuestionario de la investigación sobre los «Escenarios, tecnologías digitales y juventud en Andalucía», administrada a una población de 1.487 jóvenes entre los 13 y 19. La discusión sobre jóvenes andaluces y redes sociales gira en torno a la es­tructura y configuración de sus perfiles, a las finalidades de uso, y a la privacidad y seguridad en las mismas. Los re­sultados destacados muestran una población con acceso a las redes sociales sin casi restricciones y con poco seguimiento adulto, y además las edades de acceso son menores de las legalmente definidas por los propios servicios de Internet. Las motivaciones de los jóvenes andaluces para el uso de las redes sociales se pueden agrupar en tres áreas; las dos primeras están presentes en otras investigaciones: motivación social y la psicológico-afectiva; y menos la tercera: la necesidad ligada a la vida cotidiana. Este trabajo aporta en sus conclusiones nuevos aspectos para explicar la naturaleza y los significados de las prácticas de los jóvenes andaluces con las redes sociales.