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<p>Despite lacking scientific support, the idea of Learning Styles is widespread in social media engagement. This phenomenon raises concerns about its potential harm in educational practices. This study investigates the prevalence of the Learning Styles myth on two major global social media platforms from 2014 to 2021: Facebook and Instagram. Through Natural Language Processing (NLP) of users’ posts, the findings of this study showed: (1) positive sentiments toward the idea of Learning Styles, perpetuating the myth; (2) prevalent specific topics in posts in relation to Learning Styles, including addressing student needs, curriculum changes, teacher recruitment, and emphasizing different learning modalities; (3) active promotion of professional development events endorsing the idea of Learning Styles by non-profit organizations and educational institutions; and (4) strong associations between users’ reactions and posts on Learning Styles related to teacher jobs, alternative pedagogies for diverse learners, and extracurricular activities. The study highlights the need to address the propagation of unsubstantiated educational myths, such as Learning Styles, through strategic information dissemination practices by educators, professional organizations, and academic institutions on social media.</p>

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The Prevalence of the Learning Styles Myth: A Social Media Analysis

  • 期刊论文

  • 发表日期：

    2025年12月26日

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  • Javier Leung,
  • Victoria Abramenka-Lachheb,
  • Pauline S. Muljana,
  • Rajagopal Sankaranarayanan,
  • Ahmed Lachheb

摘要

Despite lacking scientific support, the idea of Learning Styles is widespread in social media engagement. This phenomenon raises concerns about its potential harm in educational practices. This study investigates the prevalence of the Learning Styles myth on two major global social media platforms from 2014 to 2021: Facebook and Instagram. Through Natural Language Processing (NLP) of users’ posts, the findings of this study showed: (1) positive sentiments toward the idea of Learning Styles, perpetuating the myth; (2) prevalent specific topics in posts in relation to Learning Styles, including addressing student needs, curriculum changes, teacher recruitment, and emphasizing different learning modalities; (3) active promotion of professional development events endorsing the idea of Learning Styles by non-profit organizations and educational institutions; and (4) strong associations between users’ reactions and posts on Learning Styles related to teacher jobs, alternative pedagogies for diverse learners, and extracurricular activities. The study highlights the need to address the propagation of unsubstantiated educational myths, such as Learning Styles, through strategic information dissemination practices by educators, professional organizations, and academic institutions on social media.