Journal of Christian Religious Studies

This study examines social media as a tool for enhancing Christian Religious Studies (CRS) education among undergraduates in Nigeria, with particular reference to Ahmadu Bello University (ABU), Zaria, Kaduna State. The study investigates the extent to which social media facilitates access to CRS learning resources, promotes academic engagement and collaborative learning, enhances students’ motivation, and contributes to improved learning outcomes. The study is anchored on the Technology Acceptance Model (TAM), developed by Davis (1989), which explains how perceived usefulness and perceived ease of use influence users’ acceptance and utilisation of technology. The study adopts a quantitative survey research design, with data collected from undergraduate students offering CRS-related courses at ABU, Zaria, through a structured questionnaire. The findings indicate that social media platforms are widely used by students for accessing academic materials, communicating with lecturers and colleagues, discussing course-related issues, and engaging in collaborative learning. The findings further indicate that students perceive social media as useful for improving access to CRS resources, sustaining academic interaction beyond the classroom, and supporting flexible learning. However, distractions, misinformation, inappropriate content, privacy concerns, and inconsistent internet access constitute significant challenges to effective educational use. The study concludes that social media constitutes a potentially valuable complementary pedagogical tool for enhancing CRS education when systematically integrated into teaching and learning practices. The study recommends that CRS lecturers and university administrators should develop clear guidelines for educational social-media use, promote digital literacy, encourage academically focused online interaction, and integrate credible digital resources into CRS instruction.

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