Bridging Technology and Inclusion: Teachers’ Perceptions of Social Media for Enhancing Reading Skills in Early Grades
DOI:
https://doi.org/10.30997/jtdik.v13i1.24745Keywords:
digital learning, early grade reading, elementary education, inclusive classrooms, social media integration, special needs studentsAbstract
This study aims to analyze teachers’ perceptions of using social media to enhance the reading skills of students with special needs in lower grades of public elementary schools. A qualitative approach with a Simple Research Design was employed. Participants included 85 teachers (Grades I–III) from 27 inclusive elementary schools across nine provinces in Indonesia. Data were collected through semi-structured interviews, observations, and documentation, and analyzed using thematic analysis. The findings reveal four main themes: (1) increased student motivation and engagement, (2) accessibility and learning flexibility, (3) multimodal learning support, and (4) implementation challenges. The results indicate that social media has strong potential as an innovative and inclusive learning medium; however, its effectiveness depends on teachers’ perceptions and competencies. The study reinforces the integration of TPACK and Universal Design for Learning in technology-based inclusive learning. Implications highlight the need for teacher professional development and supportive educational policies
References
Alam, M. N., Alharbi, S. H., Mustafa, Z., Alotaibi, H. S., Hashim, F., Bhuiyan, A. B., & Gazi, M. A. I. (2025). From Distraction to Engagement: Exploring Smartphone Use and Digital Learning among Generation-Z Students. Educational Process: International Journal, 17, e2025329.
Al-Kadi, A., & Ahmed, R. (2025). Inclusivity and learner engagement through multimodal approaches in English language learning. Learning and Teaching in Higher Education: Gulf Perspectives, 1–16.
Al-Muttairi, F. Z. S., & Al-Alusi, A. (2025). Multimodal communication in ESL learning: Examining the integration of visual, auditory, and textual elements in digital media with a focus on quality Education (SDG 4). Journal of Lifestyle and SDGs Review, 5(3), e04773–e04773.
Argyriou, M. (2025). Integrating technology-enhanced alternative assessment in special education: pedagogical, cultural and structural dimensions for inclusive practice. European Journal of Special Education Research, 11(6).
Ataniyazova, N. (2025). The Influence of Social Media on the Gradual Declining Interest in Reading among Uzbek Students: A Systematic Review. International Journal of Emerging Issues in Social Science, Arts and Humanities (IJEISSAH), 4(1), 69–77.
Beili, W., Ramli, S. H., & Roslan, S. (2024). A review on application of mobile media in personalized special education. Environment and Social Psychology, 9(8), 2910.
Cornelio, P., Velasco, C., & Obrist, M. (2021). Multisensory integration as per technological advances: A review. Frontiers in Neuroscience, 15, 652611.
Flood, M., Nolan, S., & Boss, F. (2025). Universal Design for Learning with Visual Thinking Strategies: Support for Learner Engagement, Representation, and Action and Expression. The International Journal of Universal Design and Universal Design for Learning, 1(1).
Goyibova, N., Muslimov, N., Sabirova, G., Kadirova, N., & Samatova, B. (2025). Differentiation approach in education: Tailoring instruction for diverse learner needs. MethodsX, 14, 103163.
Haokip, T. L. (2025). Digital media as a catalyst for educational transformation: Opportunities and challenges. International Journal of Interdisciplinary Approaches in Psychology, 3(2), 116–137.
Harrison, R. L., Reilly, T. M., & Creswell, J. W. (2020). Methodological rigor in mixed methods: An application in management studies. Journal of Mixed Methods Research, 14(4), 473–495.
Harun, R. N. S. R., & Singh, A. K. J. (2024). A systematic review of multimodal learning in higher education. Innovative Pedagogical Practices for Higher Education 4.0, 288–303.
Hikmah, H., Wongsonadi, S. K., Hartati, S., & Jahja, Y. (2024). Enhancing early childhood social-emotional skills through innovative interactive learning media. Asian Journal of Social and Humanities, 3(3), 526–544.
Jibril, M., & Adedokun-Shittu, N. A. (2024). Enhancing education: A comprehensive framework for integrating technological pedagogical content knowledge (TPACK) into teaching and learning. Indonesian Journal of Multidiciplinary Research, 4(1), 181–188.
Koehler, A. A., & Vilarinho-Pereira, D. R. (2023). Using social media affordances to support Ill-structured problem-solving skills: considering possibilities and challenges. Educational Technology Research and Development, 71(2), 199–235.
Kurniawan, R., Zulkarnain, Z., & Khoiriyah, S. (2026). Enhancing special needs literacy: insights from Indonesian inclusive schools. Journal of Education and Learning (EduLearn), 20(2), 857–869.
Lazou, C., & Tsinakos, A. (2025). A framework for participatory creation of digital futures: A longitudinal study on enhancing media literacy and inclusion in k-12 through virtual reality. Information, 16(6), 482.
Liu, X., & Potmesil, M. (2025). A review of research on the development of inclusive education in children with special educational needs over the past 10 years: a visual analysis based on CiteSpace. Frontiers in Education, 9, 1475876.
Meijer, P. C., Verloop, N., & Beijaard, D. (2002). Multi-method triangulation in a qualitative study on teachers’ practical knowledge: An attempt to increase internal validity. Quality and Quantity, 36(2), 145–167.
Nasution, N. E., Lubis, I. A. H., Tumanggor, N. C., & Tanjung, K. (2024). Pemanfaatan Minyak Jelantah dalam Pembuatan Lilin Aromaterapi Sebagai Salah Satu Ide Usaha Di Desa Tanah Seribu Binjai. PRAXIS: Jurnal Pengabdian Kepada Masyarakat, 2(3), 138–144.
Njeri Mugwe, J., & Runo, S. (2026). Qualitative Data Analysis. In Research Methodology in Agricultural Sciences (pp. 561–583). Springer.
Parween, S., & Ahmad, W. (2025). Inclusive literacy strategies for learners with special needs: Application of innovative strategies. In Literacy policies for equity and inclusion (pp. 263–290). IGI Global Scientific Publishing.
Pulliam, G., Feldman, J. I., & Woynaroski, T. G. (2023). Audiovisual multisensory integration in individuals with reading and language impairments: A systematic review and meta-analysis. Neuroscience & Biobehavioral Reviews, 149, 105130.
Quaicoe, J. S., & Pata, K. (2020). Teachers’ digital literacy and digital activity as digital divide components among basic schools in Ghana. Education and Information Technologies, 25(5), 4077–4095.
Shen, W., Lin, X.-F., Chiu, T. K. F., Chen, X., Xie, S., Chen, R., & Jiang, N. (2024). How school support and teacher perception affect teachers’ technology integration: A multilevel mediation model analysis. Education and Information Technologies, 29(18), 25069–25091.
Shi, Y. (2025). Multimodal teaching in digital media arts education: insights and challenges from teachers’ perspectives. Cogent Education, 12(1), 2590849.
Stern, J. M. B., Jukes, M. C. H., Cilliers, J., Fleisch, B., Taylor, S., & Mohohlwane, N. (2026). Persistence and emergence of literacy skills: Long-Term impacts of an effective early grade reading intervention in South Africa. Journal of Research on Educational Effectiveness, 19(1), 1–22.
Teale, W. H., Whittingham, C. E., & Hoffman, E. B. (2020). Early literacy research, 2006–2015: A decade of measured progress. Journal of Early Childhood Literacy, 20(2), 169–222.
Terry, G., & Hayfield, N. (2020). Reflexive thematic analysis. In Handbook of qualitative research in education (pp. 430–441). Edward Elgar Publishing.
Uslu, O. (2025). Understanding digital wellbeing: impacts, strategies, and the path to healthier technology practices. Discover Social Science and Health, 5(1), 145.
Van Den Beemt, A., Thurlings, M., & Willems, M. (2020). Towards an understanding of social media use in the classroom: a literature review. Technology, Pedagogy and Education, 29(1), 35–55.
Vestal, P., Kilag, O. K., Alvez, G. G., Escabas, D., Ignacio, R., & Abendan, C. F. (2023). Bridging the literacy gap: A multisensory approach to effective intervention. Excellencia: International Multi-Disciplinary Journal of Education (2994-9521), 1(4), 156–168.
Watts‐Taffe, S. (2022). Multimodal literacies: Fertile ground for equity, inclusion, and connection. The Reading Teacher, 75(5), 603–609.
Zairin, S., & Nordin, M. N. (2023). The effectiveness of a multisensory approach in improving open syllabic reading skills of special education needs students (SENS). Special Education [SE]. https://prademicpress.com/index.php/specialeducation/article/view/8
Zhang, X. (2026a). Leveraging social media for science education in China: teachers’ integration practices, perceived benefits, and implementation barriers. Research in Science & Technological Education, 1–37.
Zhang, X. (2026b). Leveraging social media for science education in China: teachers’ integration practices, perceived benefits, and implementation barriers. Research in Science & Technological Education, 1–37.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Megan Asri Humaira, Mega Febriani Sya, Anne Effane, Sobrul Laeli, Teguh Prasetyo, Muhammad Kafnun Kafi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
1. PROPOSED POLICY FOR JOURNALS THAT OFFER OPEN ACCESS
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
2. PROPOSED POLICY FOR JOURNALS THAT OFFER DELAYED OPEN ACCESS
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
