Cyber security education faces persistent challenges in maintaining student engagement, particularly in theory-heavy modules perceived as disconnected from practical application. With high STEM attrition rates and increasing cohort diversity, innovative pedagogical approaches are required. This study investigates the integration of social media content, particularly memes, as pedagogical tools in a first-year cyber security module (CS-130 – Professional Issues: Computers and Society). We employed a questionnaire, collecting quantitative data (N \(=\) 73) across nine pedagogical dimensions and qualitative feedback to assess effectiveness, multi-dimensional impacts, and demographic variations. Results revealed strongly positive evaluations (M \(=\) 4.24, SD \(=\) 0.60, d \(=\) 2.07), with affective dimensions (entertainment, engagement, positive tone) rated higher than cognitive dimensions (concept clarification, memorability). More importantly, no significant differences emerged across gender or cultural backgrounds, demonstrating inclusive effectiveness. Module feedback showed 10.8% improvement in engagement and 7.5% increase in overall satisfaction compared to the previous year. These findings demonstrate that popular culture integration can enhance engagement without compromising academic rigour, whilst maintaining inclusivity across diverse student populations. The study provides an evidence-based framework for addressing the barriers in technical education through culturally relevant content, offering practical strategies for educators seeking to bridge the gap between formal education and students’ digital lives.