University Faculty’s Media Competencies and Science Outreach: A Systematic Review of the use of Social Media and its Alignment with the 2030 Agenda
DOI:
https://doi.org/10.5944/reec.49.2026.45664Palabras clave:
divulgación científica, universidad, redes sociales, alfabetización mediática, sostenibilidad, competencia comunicativaResumen
This article presents a systematic review of scientific outreach through digital social networks in the context of higher education, with particular focus on the media competencies of university lecturers and their connection to the Sustainable Development Goals (SDGs). Following the PRISMA protocol, 46 studies published between 2010 and 2025 were analysed, drawn from the WoS, Scopus, and Dialnet databases, in Spanish, English, and Portuguese. The findings reveal notable methodological diversity—including qualitative, quantitative, mixed, and theoretical approaches—as well as a thematic focus on platforms such as Twitter, Facebook, Instagram, YouTube, and TikTok. The review confirms that these networks serve not only a communicative role but also function as strategic tools for university social responsibility, particularly in relation to SDGs 4 (quality education), 9 (industry, innovation, and infrastructure), 16 (peace, justice, and strong institutions), and 17 (partnerships for the goals). Additionally, media competencies, as defined by Ferrés and Piscitelli (2012) and the Digital Competence Framework for Teachers 2.2 (INTEF, 2022), are identified as essential components to be incorporated into both initial and ongoing teacher training, fostering ethical, critical, and inclusive science communication. The study concludes that science outreach via social networks constitutes a strategic avenue to strengthen universities' commitment to sustainability, human rights, and the democratization of knowledge.
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Derechos de autor 2025 Dieter Reynaldo Fuentes Cancell, Odiel Estrada Molina, Mónica Gutiérrez Ortega
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