Reema Narula Bandlish, an experienced educationist with more than two decades of experience, specializing in curriculum development, instructional design, and tutor operations. She has led large teams, streamlined educational content, and enhanced learning platforms globally. Reema is passionate about education, environment, and shaping future generations through innovative teaching methods.
In a conversation with Women Entrepreneurs Review magazine, Reema shares her thoughts on the impact being created by social media on today’s education landscape, with a special emphasis on math education. Highlighting the varied impact social media could have of different children, she believes that it cannot replace structured, practice-driven learning. Reema also touches upon how social media-led learning is perpetuating gender bias in STEM learning and strategies to overcome this phenomenon.
To know more about Reema’s nuanced take on the risks and opportunities presented by social media-led learning, read the article below.
With social media gaining mass popularity, how do you see the current learning landscape evolving owing to social media adoption? How is this phenomenon impacting the math learning space particularly?
The learning landscape has evolved to a great extent with the rise of social media. A major advantage is the accessibility of free educational content, allowing students, especially those who cannot afford paid coaching, to learn from a variety of sources. However, the downside of the same is the lack of content regulation across various social media platforms. Students who are in their learning phase may struggle to differentiate between the correct and misleading information, as social media platforms do not always ensure content credibility.
In the math learning space, this issue is even more noticeable. With countless channels and pages offering math lessons, students may even encounter incorrect methods or inappropriate content for their grade level, leading to confusion or misconceptions. Ensuring reliable, well-structured content is crucial to take advantage of social media effectively for math education.
In your opinion, does social media-led learning enhance conceptual learning or does it create superficial engagement?
The impact of social media-led learning varies from student to student. Some students, especially high achievers, benefit greatly from social media subject related content as they can grasp concepts quickly with minimal guidance. For them, social media provides valuable resources and exposure to diverse problem-solving techniques. However, a major downside is the false sense of confidence it creates. Many students rely on last-minute video learning, assuming they understand concepts without actual practice. Since math requires continuous problem-solving, this approach weakens their foundational understanding. Readily available solutions also hamper their thinking skills. The structured learning goes for a toss.
Additionally, for students with learning gaps who need personalized explanations, social media often falls short. It lacks customized, interactive teaching methods tailored to individual needs, making it less effective for those who require structured, guided learning.
While it’s a great supplementary tool, it cannot replace structured, practice-driven learning, something I believe is essential for mastering math.
As an educationist, do you think social media’s algorithm-driven content is unintentionally widening the gender gap in STEM education?
The algorithm-driven content works on our past searches and our area of interest. Girls are frequently shown content aligned with traditionally feminine interests, limiting exposure to STEM topics and drifting them further away from it. While boys receive more STEM-related suggestions, unintentionally widening the gender gap. In a way, a web develops around girls and boys in their social media where they just see content based on their past searches.
This creates a digital echo where individuals see only what aligns with their previous interactions. Additionally, social media marketing further amplifies these biases—parenting content predominantly targets mothers, while STEM-related ads often focus on male audiences due to historic patterns. Such algorithmic reinforcement not only limits diverse exploration but also promotes societal stereotypes, hampering the promotion of balanced and inclusive content recommendations.
Many young learners, especially girls, develop ‘math anxiety.’ Do you see social media amplifying this issue through unrealistic academic expectations, or can it be leveraged to boost confidence in students?
Studies and Data shows that both boys and girls experience math anxiety, but girls are more prone to it. However, social media has emerged as a valuable tool in addressing this issue. With increasing mental health awareness, platforms now promote various solutions, strategies, and success stories to help students overcome math anxiety. Parents, too, are more informed and supportive, thanks to the shared experiences of other families. Social media provides access to expert advice, alternative learning methods, and reassurance that a fulfilling career is possible even without math. This shift empowers parents to guide their children with confidence, ensuring they make informed choices about their education and future.
With increasing edutainment content on social platforms, are we prioritizing short-term engagement over deep learning? How can we balance social media’s appeal while ensuring rigorous math education?
Edutainment content is beneficial, especially for students with short attention span or those who find math not too interesting. It offers diverse ways to engage with math, making learning feel less intimidating. However, it cannot fully replace the traditional approach of understanding the "how" and "why" of mathematical concepts. In some cases, it even discourages questioning, as students passively accept information without deep exploration. As per me, the best way of learning math is still learning by doing, but edutainment can create an illusion of mastery without actual practice.
To strike a balance, students must be guided to use social media wisely. Educators should recommend reliable resources, raise awareness about effective learning habits, and ensure that digital engagement complements—rather than replaces—rigorous math practice. This is important to integrate awareness with teaching, as social media is unavoidable now.
In your role as an educationalist, how do you leverage social media to enhance learning outcomes for students? What are some pitfalls that educators must be mindful of while adopting social media-led teaching?
Being an educationist, I advocate for the regulated use of social media for better learning outcomes. Many high-quality videos explain complex concepts effectively, especially those requiring 3D visualization. These serve as valuable visual aids, making abstract mathematical ideas easier for the students. Additionally, math is a vast field with multiple problem-solving approaches, and social media provides exposure to diverse methods that educators might not be aware of. However, it is crucial to acknowledge potential pitfalls. Since there is no formal verification of online content, educators must carefully assess the credibility and accuracy of videos before using or recommending them to students. Responsible usage ensures that social media remains a powerful educational tool.
