Adapting to Constraints: Exploring Russian Language Teachers' Use of Social Media in Restricted Educational Environments

• In Event: Exploring Digital Literacy and Media Use in Education

Proposal

Social media platforms have become essential tools in education, especially in foreign language instruction. They provide educators with opportunities to expose students to authentic, real-world language use, enhance engagement, and offer more dynamic and relatable learning experiences. However, in certain regions, such as Russia, the political and regulatory landscape has drastically altered the accessibility of global platforms like Instagram and TikTok. This research examines how Russian educators navigate these challenges while leveraging social media's potential in their language teaching practices.

The study addresses key questions:

How are social media platforms used by Russian educators to enhance language learning, and what are the perceived benefits and challenges?
How have recent social media bans affected the use of these tools in education, and what alternative platforms or methods are emerging as a result?
This research aims to uncover the pedagogical strategies employed by Russian educators to adapt to these evolving circumstances while maintaining student engagement and promoting language acquisition.

This study is contextualized within the Russian education system, where government policies directly influence teachers' access to and use of global social media platforms. The restrictions on Instagram and TikTok, for example, have forced educators to explore alternative platforms or methods to integrate social media into their curricula. The study aims to explore both the advantages and obstacles of these platforms and the strategies educators use to navigate them.

The integration of social media into education has been well-documented in academic literature, with many studies highlighting its role in improving student engagement, offering access to authentic materials, and enabling collaborative learning. According to Jones (2018), social media fosters interactive learning environments, allowing students to practice language in contexts that are meaningful to them. However, recent research by Shahjahan and Grimm (2022) underscores the challenges educators face when integrating social media into classrooms in restrictive environments. This research explores similar dynamics in Russia, where political regulations have affected access to global platforms. The study also draws on the TPACK Framework (Mishra & Koehler, 2006), which emphasizes the intersection of Technological, Pedagogical, and Content Knowledge in effective teaching. In this research, TPACK serves as a lens to examine how educators use social media platforms effectively while balancing the demands of content knowledge and pedagogical goals. Teachers must not only know how to use these platforms but also understand how they can best serve language learning in a restrictive environment.

This study uses a qualitative research design that includes semi-structured interviews with educators across different schools and language institutions in Russia. These interviews investigate how teachers use social media to support language instruction, the challenges they face due to platform restrictions, and the strategies they employ to adapt. Additionally, the study draws on the TPACK framework to understand how teachers integrate their technological, pedagogical, and content knowledge when using social media platforms in their language teaching.

The interviews focus on: how educators integrate social media platforms like YouTube, Telegram, and local alternatives into their teaching; the role of these platforms in supporting content delivery, engagement, and student interaction; educators’ reflections on their challenges, including dealing with banned platforms and finding workarounds.
Participants such as Monika, Asya, Yana, and Polina provided diverse perspectives. The TPACK framework also informed the analysis by showing how educators balance these three knowledge domains in their practice. The technological challenges they face, such as restrictions on Instagram, force them to explore new pedagogical approaches and content delivery strategies. By focusing on how educators combine these knowledge areas, the study reveals how they creatively solve problems arising from limited access to certain platforms.

The preliminary findings from the interviews reveal that despite the restrictions, educators creatively adapt their practices to continue integrating social media into language learning. Platforms like YouTube and Telegram are regularly used to supplement traditional materials, providing engaging and authentic learning experiences. Asya noted that YouTube videos offer a valuable tool for practicing listening and comprehension, especially when students are exposed to natural, fast-paced language that is typically absent in textbooks​(Asya (1)).

However, the study also highlights significant challenges. Educators like Polina mentioned that many teachers lack the training necessary to effectively integrate social media into their curricula​(Polina (1)). This finding aligns with the TPACK model's emphasis on the need for technological knowledge to be paired with strong pedagogical strategies and subject expertise. Without sufficient professional development, educators may struggle to maximize the benefits of social media platforms.

The TPACK framework further shows how educators leverage their technological knowledge to create new ways of engaging students. Yana, for example, discussed how she uses Telegram to provide ongoing feedback and foster engagement, an approach that bridges her technological and pedagogical understanding​(Yana (1)). This creative adaptation shows how educators integrate the three key areas of TPACK in their teaching practices.
This research contributes to the growing discourse on the use of social media in education, specifically in restrictive environments. By applying the TPACK framework, the study highlights the complex interplay between technology, pedagogy, and content knowledge that educators must navigate when integrating social media into their teaching practices. Despite the challenges posed by platform restrictions, educators continue to find creative solutions to enhance language learning and engage students. The findings suggest that for social media to be effectively integrated into language education, teachers need more professional development in technological skills, as well as institutional support that recognizes the constraints of working in a restrictive environment. As Russian educators continue to navigate these challenges, their experiences provide valuable insights for educators worldwide who may face similar constraints. Ultimately, this proposal advocates for greater investment in training programs that address the full spectrum of the TPACK framework, helping educators balance technology with pedagogy and content knowledge. This study not only sheds light on the current state of social media use in Russian classrooms but also offers practical recommendations for educators and policymakers seeking to support innovative teaching practices.

Author

• Aisel Akhmedova, Michigan State University