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SORGHO/ZINSONNE Félicité Marie Lucile.

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Résumé :

Across Africa, adolescents increasingly use social media platforms especially YouTube, TikTok, WhatsApp, Facebook, and Instagram—not only for entertainment but also for self-education: revising school subjects, learning languages, acquiring digital skills, exploring careers, and joining peer learning communities. Yet the same platforms expose young users to information risks (misinformation, low-quality “tutorials,” persuasive content), attention fragmentation, and uneven learning outcomes. This article synthesizes an Africa-relevant conceptual framework and proposes a mixed-methods design to examine (i) dominant self-learning practices, (ii) conditions that support effective autonomous learning, and (iii) risks that undermine learning quality. We argue that social media can expand informal learning opportunities, particularly where schools face resource constraints, if adolescents develop media and information literacy, benefit from light-touch adult guidance, and practice self-regulation. Policy recommendations focus on integrating information-verification routines and structured digital learning habits into school and community programs, aligned with African education priorities

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