By Sensei M. Adorador
I still remember when social media first emerged as a tool for sharing information. Back in 2009, I created my Facebook account after leaving Friendster because most of my friends had moved to the new platform. At the time, I mainly used Facebook for leisure—playing games like FarmVille. But as the platform evolved, it became more than just a space for entertainment. It allowed users to tag photos, chat with friends, and eventually became a primary source of news and information. When Messenger was introduced on smartphones, the exchange of information became faster than ever—literally at our fingertips. People could send messages instantly and scroll through their newsfeeds for updates. I even stopped watching television news altogether, relying solely on Facebook for information by subscribing to various news outlets.
However, things began to change when social media turned into a breeding ground for manipulation and misinformation. A recent example comes to mind: a contestant on Showtime was asked about the Commission on Elections (COMELEC) but admitted she didn’t know what it was. This moment was disheartening, not because of her ignorance alone, but because it reflects a larger issue—a system that has produced individuals who are disconnected from basic knowledge about government institutions and their functions. It’s difficult not to pity her, especially knowing she has access to resources and time to learn but chooses instead to rely on algorithms to curate her understanding of the world.
Social media has undeniably fulfilled its promise of connecting people across the globe. Yet, ironically, it has also severed our connection to critical thinking and reliable information. Platforms like Facebook have become echo chambers that amplify vanity and discourage intellectual engagement. Algorithms are designed to prioritize content that keeps users scrolling—often trivial or sensational material—while drowning out discussions about important social issues. As a teacher, I’ve noticed this firsthand in my students. Many are apathetic toward politics and current events; they rarely ask questions in class or seek deeper understanding. Instead, they rely on artificial intelligence tools like ChatGPT for instant answers or turn to social media for quick explanations rather than doing the hard work of analysis themselves.
This shift is stark when compared to how students approached education in the past. I remember a time when going to the library was essential for research. The older and dustier the book, the more valuable it seemed. Once, I even traveled to another university just to access a Visayan literature book I needed for a paper on understanding the society course. Today’s students have access to an overwhelming amount of information at their fingertips, yet many lack the drive to read or critically analyze it. This raises an important question: Are we truly experiencing an educational crisis?
In my view, this is not just an educational crisis—it is part of a broader systemic strategy that discourages critical engagement with social issues. The sheer volume of content available online often overwhelms students, leading them to skim headlines rather than delve into substance. Many save articles or PDFs with good intentions but never actually read them. They share posts without understanding their content, becoming “title readers” instead of informed participants in discussions.
This phenomenon is exacerbated by what some scholars call “commodity fetishism.” Students become obsessed with likes, shares, and online appearances rather than investing in intellectual growth or addressing societal inequalities. Can we blame them entirely? I don’t think so. The responsibility also lies with educational institutions that often deflect blame onto students while failing to reflect on their own shortcomings. Too often, schools prioritize administrative tasks like accreditation processes or extracurricular rankings over their core mission: teaching.
As a result, social media has become a tool that alienates young people from critical engagement with social issues. It desensitizes them to injustices and discourages meaningful participation in civic life. If José Rizal were alive today and saw how disconnected today’s youth are from national concerns, one wonders if he would still choose martyrdom at Bagumbayan.
While social media has revolutionized communication and access to information, it has also created significant challenges for education and critical thinking among students. Addressing these challenges requires more than blaming students—it demands action from educators and institutions alike. By fostering environments that promote critical inquiry and intellectual curiosity over superficial metrics like likes or shares, we can help students navigate the complexities of modern society more effectively.
Sensei M. Adorador is a faculty member at the College of Education, Carlos Hilado Memorial State University. He is currently pursuing a PhD in Psychology, specializing in Social Psychology, at the University of the Philippines Diliman. He is a member of the Congress of Teachers/Educators for Nationalism and Democracy (CONTEND)
