The Mediatisation of Educational Policy Communication in the Age of Social Media

Abstract

This systematic review investigates the mediatization of educational policy communication within the evolving landscape of social media. Anchored in mediatization theory, the study synthesizes findings from eight empirical investigations spanning diverse geopolitical contexts. The analysis reveals that media logic—once primarily shaped by traditional journalism—is now being profoundly transformed by algorithm-driven platforms that prioritize engagement and virality. As a result, educational policy processes are increasingly shaped by digital dynamics, altering how stakeholders access, interpret, and respond to policy discourse. The review highlights a dual pattern: while social media facilitates broader participation in policy discussions and amplifies previously marginalized voices, it simultaneously introduces new power asymmetries. Platform architectures and algorithmic curation can reinforce exclusionary practices, often privileging sensational content over substantive dialogue. Moreover, institutional responses to digital communication vary significantly, ranging from reactive trend-following to proactive, strategically planned engagements. This variability underscores the need for education systems to develop more sophisticated digital communication strategies that balance responsiveness with critical reflexivity. Three key priorities emerge from this review: integrating media literacy into policy frameworks, promoting transparency in algorithmic content mediation, and fostering institutional resilience in the face of rapid media shifts. As mediatization continues to redefine policy communication, educational stakeholders must navigate these changes with intentionality and equity at the forefront.