THE SOCIAL MEDIA PARADOX: HOW FUNCTIONAL USE, NOT ACCESS, SHAPES THE SECOND-LEVEL DIGITAL DIVIDE IN PAKISTANI HIGHER EDUCATION

Abstract

While digital connectivity is nearly universal among Pakistani university youth, high rates of platform adoption do not inherently translate into critical media literacy. This study investigated the ‘social media paradox,’ the co-existence of high engagement with digital technologies and limited critical media literacy. It examined whether users' intentions in using social networking sites shape their skill development. Drawing on Uses and Gratifications Theory (UGT), the study used a large multi-stratum sample of university students in Pakistan (N = 1,521). Descriptive results revealed a striking disparity in how students engage with digital media: most (91.0%) used social media primarily for social connection and entertainment, while only 16.2% used these tools for education or cognitive learning. Independent-samples t-tests indicated a significant second-level divide in critical media knowledge by geographic location, with urban students reporting significantly higher critical media understanding than rural students. A multiple linear regression (R² = .202) revealed a purpose-based split: the frequency of interactive digital tool use (mobile and internet) was the strongest positive predictor of media understanding (β = .195, p < .001), whereas frequent traditional broadcast (television) consumption was the strongest negative predictor (β = -.112, p < .001). The social media paradox thus appears to reflect a skills deficit associated with differences in functional use rather than a lack of physical access. Pedagogical interventions should move beyond screen-time limits toward structural changes that encourage active, purposeful digital engagement.