Harnessing Twitter for Enhanced Technical and Vocational Education and Training (TVET) Communication in South Africa

Abstract

Context: In South Africa, Technical Vocational Education and Training (TVET) colleges utilize Twitter predominantly as a unidirectional broadcasting medium, which limits the platform’s interactive potential. This study examines the adoption and implementation of Twitter as a communication medium within these institutions, recognizing the absence of a uniform social media policy to guide their online engagement practices. The investigation explores the strategic use of Twitter for information dissemination across various stakeholders, framed by the social media-Integration-Theory Model.

Methods: Adopting a qualitative approach, the research analyzed a year’s worth of Twitter content from 36 TVET colleges in South Africa, following ethical guidelines sanctioned by the University Research Ethics Committee.

Results: The analysis yielded a novel framework to classify the nature of tweets from TVET colleges, uncovering four central themes: responsive communication to student inquiries and concerns; updates on academic schedules and events; fostering connections between students, colleges, and prospective employers; and amplifying the colleges’ branding through showcasing campus life and activities.

Conclusion: The findings illuminate the multifaceted role of Twitter as a communication conduit in TVET colleges, underscoring its potential to extend beyond mere information dissemination to more dynamic interactions. The study advocates for a comprehensive social media strategy across TVET colleges to fully leverage social media’s capabilities, ensuring more robust and reciprocal communication channels.