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An Instagram Hashtag Fostering Science Education of Vulnerable Groups during the Pandemic

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  • Lídia Puigvert

    (Department of Sociology, Faculty of Economics and Business, University of Barcelona, 08034 Barcelona, Spain)

  • Beatriz Villarejo-Carballido

    (Department of Theory and History of Education, University of Barcelona, 08007 Barcelona, Spain)

  • Regina Gairal-Casadó

    (Department of Pedagogy, Faculty of Education Sciences and Psychology, Rovira i Virgili University, 43007 Tarragona, Spain)

  • Aitor Gómez

    (Department of Pedagogy, Faculty of Education Sciences and Psychology, Rovira i Virgili University, 43007 Tarragona, Spain)

  • Paula Cañaveras

    (Department of Sociology, Faculty of Economics and Business, University of Barcelona, 08034 Barcelona, Spain)

  • Teresa Sordé Martí

    (Department of Sociology, Faculty of Political Science and Sociology, Autonomous University of Barcelona, 08193 Cerdanyola del Vallès, Spain)

Abstract

Scientific literature presents young people as a vulnerable group at risk of poverty and social exclusion. One of the elements that have the most significant impact on reducing their vulnerability is promoting education. Little is known about how social networks can promote the education of young people. To address this, the present study aims to analyse how social networks, specifically Instagram, which is one of the most used by young people, has promoted, among other aspects, the scientific education of young people during the COVID-19 pandemic. This study analyses 5000 education-related Instagram posts made during the COVID-19 pandemic (March 2021) European research project ALLINTERACT. We have analysed those posts that show, on the one hand, how citizens benefit from scientific research and, on the other hand, citizens’ awareness of the impact of scientific research. Through the analysis of the posts, it has been observed how Instagram has been a social network that has provided information and scientific advances in various branches of knowledge, created knowledge networks, and provided a channel for information about the pandemic. Through the analysis of the 5000 posts, it is evident how Instagram has provided spaces for scientific learning, fostering access to scientific education for young people.

Suggested Citation

  • Lídia Puigvert & Beatriz Villarejo-Carballido & Regina Gairal-Casadó & Aitor Gómez & Paula Cañaveras & Teresa Sordé Martí, 2022. "An Instagram Hashtag Fostering Science Education of Vulnerable Groups during the Pandemic," IJERPH, MDPI, vol. 19(4), pages 1-11, February.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:4:p:1974-:d:745999
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    References listed on IDEAS

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    1. Naccarato, Toni & Brophy, Megan & Courtney, Mark E., 2010. "Employment outcomes of foster youth: The results from the Midwest Evaluation of the Adult Functioning of Foster Youth," Children and Youth Services Review, Elsevier, vol. 32(4), pages 551-559, April.
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    Cited by:

    1. Elena Duque & Paula Cañaveras & Sandra Racionero-Plaza & Blas Ortuño, 2023. "Contributions of young people in dialogue with scientific evidence on sexual consent," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-10, December.
    2. Esther Oliver & Gisela Redondo-Sama & Ane López Aguileta & Ana Burgues-Freitas, 2023. "Research agenda to engage citizens in science through social media communicative observations," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-4, December.

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