Navigating the Digital World: Social Media Usage and Academic Performance among Prospective Teachers in Ethiopia

The expansion of social media has transformed higher education, creating both opportunities for collaboration and risks to academic focus. This study explored the relationship between social media usage and academic performance among 698 prospective teachers at Dessie College of Teachers Education in Ethiopia. A descriptive-correlation design was employed, with stratified random sampling ensuring balanced representation. Data on usage patterns were gathered through a validated questionnaire, while cumulative grade point averages (CGPAs) provided objective academic measures. Results showed high levels of engagement, with Facebook (94.3%), Telegram (87.7%), and YouTube (84.4%) as the most frequently used platforms. Most students (94.3%) reported primarily non-academic use, and more than half (58.4%) spent over five hours daily online. Correlation analysis revealed significant negative relationships between social media use and CGPA, particularly for Facebook (r = − 0.789), TikTok (r = − 0.701), and YouTube (r = − 0.672). Regression confirmed that daily time spent online was the strongest predictor of academic performance (β = −0.801), while gender and platform choice had modest effects. Males slightly outperformed females in CGPA, though usage patterns differed by platform. The findings support time displacement and self-regulated learning theories, highlighting the importance of digital literacy, time management, and purposeful integration of technology in teacher education.