Abstract:

This paper aims to present an early-stage study that explores the use of social media as a complementary pedagogical tool in the teaching of Mathematics in Engineering degrees. The initiative arises from persistent challenges reported by students, namely low motivation, high levels of abstraction, and difficulty in connecting theoretical concepts with practical applications. Considering that social media platforms are deeply embedded in the daily lives of young adults, the project investigates their potential to bridge the gap between formal academic content and contemporary digital culture. The theoretical foundation emphasises the central role of Mathematics in Engineering education while recognising its frequent perception as abstract and disconnected from real-world contexts. Prior studies indicate that students’ self-efficacy beliefs and perceptions of relevance directly influence their learning outcomes. Consequently, active and collaborative methodologies that foster participation, creativity and problem-solving have gained prominence. Within this framework, the pedagogical use of digital technologies, and social media in particular, offers opportunities to promote student authorship, strengthen academic identity and enhance engagement. Owing to its visual and interactive nature, Instagram provides an environment suitable for sharing concise, appealing content such as videos, infographics and explanatory visualisations. The proposed strategy was implemented over an 18-month period in several undergraduate at the School of Engineering of the Polytechnic Institute of Porto (ISEP – P. Porto), including Telecommunications and Informatics Engineering, Geotechnical and Geoenvironmental Engineering, and Electrical Engineering – Electrical Energy Systems. The activities covered topics from Linear Algebra, Vector Calculus, and the curriculum of Calculus I and II. Students worked in groups to produce educational digital content for Instagram, which was assessed based on scientific accuracy, pedagogical clarity and visual creativity. A voting system inspired by the platform’s “likes” encouraged peer interaction and recognition, reinforcing collaboration and collective responsibility for learning. Preliminary results indicate that the integration of Instagram contributed to increased motivation, greater involvement and a more positive perception of Mathematics. Students reported that the production of digital content enhanced their understanding of concepts and fostered a sense of ownership over their learning process. However, as this is an exploratory phase, further data collection is required to robustly assess the academic impact. The study opens pathways for new pedagogical practices that integrate social media in a structured and intentional way in higher education, contributing to transforming the perception of Mathematics and making it more accessible, relevant and connected to students’ experiences.

Keywords:

Mathematics, Engineering, Social Media in Education, Active Learning, Student Engagement, Collaborative Learning, Educational Technology, Visual Learning Tools, Higher Education Innovation.