Making Social Media Platforms Better For Learning and Discussions

Introduction

In today's digital age, social media platforms like TikTok and Instagram have become powerful tools for communication and information sharing. However, they often prioritize entertainment over education, leading to a lack of meaningful discussions. This paper explores strategies to enhance these platforms for learning and knowledge sharing, particularly by addressing the reluctance of intellectuals to engage in social media due to a lack of incentives. Furthermore, we examine how the current trends in social media consumption can negatively impact knowledge retention and educational standards, particularly in Indonesia.

The Need for Educational Content

The Role of Social Media: Social media has the potential to reach vast audiences, especially younger generations. However, the content is often dominated by entertainment, which can detract from educational value and lead to superficial understanding. In Indonesia, the average IQ is reported to be between 79 and 80, indicating that the educational system may already be struggling. The prevalence of entertaining content can exacerbate this issue by providing quick, engaging distractions rather than promoting critical thinking and in-depth learning.

Engaging the Younger Generation: Young people are more likely to consume content on social media than in traditional academic journals. This trend can result in a decline in knowledge retention and comprehension, as users are often exposed to bite-sized, entertaining clips that do not encourage deeper engagement with the material. Prioritizing educational content on platforms like TikTok can foster a culture of curiosity and critical thinking among youth, but only if the content is designed to promote genuine understanding rather than mere entertainment.

Addressing Intellectuals' Reluctance to Share Knowledge

Lack of Incentives: Many intellectuals are hesitant to share their ideas on social media because they do not see tangible benefits or recognition. Most prefer publishing in academic journals, where their work is validated within a specialized community. Without incentives, the gap between entertainment and education will continue to widen, leaving audiences ill-informed. 

Creating a Supportive Environment: To encourage intellectuals to share their knowledge online, we must create an environment that recognizes and rewards their contributions. This can help shift the focus from entertainment to educational value in social media content.

The Role of Government

Regulatory Framework: The government plays a crucial role in establishing regulations that encourage the production and dissemination of educational content on social media platforms. By creating a regulatory framework that promotes educational initiatives and restricts harmful or purely entertaining content, the government can help shift the focus towards meaningful learning experiences.

Incentives for Educational Content: The government can offer incentives for content creators who prioritize educational material, such as tax breaks, grants, or funding for educational programs. This support would motivate more individuals and organizations to develop and share educational content.

Partnerships with Educational Institutions: Governments can collaborate with schools, universities, and educational organizations to develop programs that encourage the sharing of educational content on social media. By facilitating partnerships between educational institutions and social media influencers, the government can help amplify the reach of valuable information.

Strategies for Improvement

Workshops and Training: Institutions should organize workshops to train academics on how to effectively communicate their ideas on social media. This training can include content creation techniques, storytelling, and audience engagement, focusing on how to make educational content more appealing than entertainment.

Incentive Programs: Establishing incentive programs can motivate scholars to create educational content. This can include awards, grants, or recognition for those who successfully engage with wider audiences, particularly through engaging formats that attract young viewers.

Collaborative Content Creation: Encouraging collaborations between academics and popular social media influencers can bridge the gap between complex ideas and engaging presentations. This partnership can help make intellectual content more relatable and accessible, reducing the focus on entertainment.

Highlighting Success Stories: Promoting successful examples of educators who have made an impact on social media can inspire others to follow suit. Showcasing their work can demonstrate the potential benefits of engaging with a broader audience and elevate the importance of educational content.

Engaging Content Challenges: Organizing challenges or competitions can stimulate interest and creativity among academics. This can encourage them to develop content around specific educational themes, increasing engagement and improving knowledge retention.

Public Forums and Discussions: Hosting discussions or Q&A sessions on social media where experts can interact with the public fosters dialogue and encourages knowledge sharing, providing an alternative to the entertaining yet superficial content that often dominates these platforms.

Conclusion

Transforming social media platforms like TikTok and Instagram into valuable tools for education and discussions is essential for enhancing societal knowledge levels, particularly in Indonesia. The trend towards entertainment-focused content can adversely affect our educational system and knowledge retention, contributing to lower average IQ scores. By addressing the reluctance of intellectuals to share their ideas online, implementing government regulations, and promoting educational content, we can create an environment that encourages learning. Emphasizing the potential of social media to elevate knowledge will empower individuals to become informed citizens and contribute positively to society.

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