The Impact of Artificial Intelligence–Driven Social Media on Educational Opportunities and Curriculum Effectiveness in Higher Education

Abstract

Artificial intelligence (AI)–driven social media comprises digital platforms that utilize intelligent algorithms for content personalization, adaptive interaction, analytics, and knowledge recommendation, increasingly transforming educational landscapes. This research explores how AI-driven social media generates educational opportunities and influences curriculum design, development, and implementation in higher education. Data were collected through structured questionnaires from 200 undergraduate and postgraduate learners, assessing perceptions of curriculum relevance, learning flexibility, skill development, and instructional effectiveness. Structural Equation Modeling (SEM) and Exploratory Factor Analysis (EFA) are used with SPSS to research relationships among AI-enabled social media features, Curriculum Personalization (CP), Artificial Intelligence Experience (AIx), Learning Engagement (LE), Cognitive Engagement (CE), Knowledge Retention (KR), and Learning Outcomes (LO). The results demonstrate strong model adequacy, with high explained variance (R² = 0.794), significant regression effects (β = 0.202–0.641, p < 0.001), excellent reliability (α = 0.78–0.91), robust factor loadings (0.78–0.88), and satisfactory SEM fit indices (CFI ≥ 0.975, RMSEA ≤ 0.049, GFI ≥ 0.946), confirming the proposed structural relationships. The research highlights that AI-driven social media fosters learner engagement, supports curriculum alignment, and promotes skill development through real-time feedback, collaborative knowledge construction, and competency-based learning pathways. Integrating AI-enabled social media into curricula presents educators and institutions with tangible solutions to improve educational adaptation, personalize learning experiences, and equip students with future-ready competencies by ensuring educational practices that are responsive, flexible, and aligned with evolving technological and industry demands. Unlike prior studies, this research provides a theory-integrated framework that reconceptualizes AI-driven social media as a pedagogical architecture influencing curriculum transformation.