An overarching trend observed in the data was the students’ general enthusiasm when creating their TikTok videos. They discovered that it facilitated their creativity and, as a result, was enjoyable or, as they expressed it, “entertaining and captivating”. According to Mishra (2020) and Roderick (2020), students shared comparable opinions in their studies. Most students view TikTok as having a beneficial impact on education and learning. Additionally, they were able to enhance their understanding of the module content. Upon being assigned the responsibility of creating their TikTok videos, students were already inclined to do so due to the inspiration they derived from the TikTok videos generated for the module material. Most individuals commented on TikTok’s capacity to harness their creativity. Klein (2019) argues that TikTok allows learners to express their creativity and provides an enjoyable platform for demonstrating their knowledge. TikTok was believed to integrate students’ learning into 21st-century education and promote the development of technology skills. They discussed their training in using social media as future teachers in technologically advanced classrooms, preparing for the needs of 21st-century students in the future. Tutt (2021) asserts that TikTok can engage and resonate with modern learners, unlike traditional teaching methods. TikTok offered an alternative educational option to conventional methods of teaching and learning. For example, the chance for a hands-on interaction to take place, to stimulate or ignite students, and for the students to revisit and review the taught material. Edwards (2020) concurs with the notion that TikTok allows students to review and revisit the knowledge shared during the learning process by providing the ability to watch videos numerous times. Several learners also experienced initial difficulties when developing their TikTok videos. For example, they commented: “This task seems more challenging than simply reading the module’s content and answering the questions.” However, once they began the task and watched examples of other students’ work, creating and achieving success became effortless. Insufficient data and unpredictable internet connections were frequently stated as causes for students experiencing distress when designing their TikTok videos. In contrast, others had selfdoubt and commented, “I had reservations about acquiring the skills necessary to utilise TikTok to produce video clips.” This was also a consequence of their reluctance to present themselves (self-consciousness) in the video clip they produced. Although not mandatory for the task, some students expressed relief when they could use other imaginative ways of making their videos. Some individuals believed that the technological aspect of TikTok was constraining because it imposed a strict 60-second time constraint for creating video clips. This caused apprehension among students, who perceived this social media platform as a hindrance to effective teaching methods rather than an enabler. Conclusion According to the findings of this experiment, TikTok had a beneficial impact on the teaching and learning process. Integrating social media in Education 4.0 requires reconsidering teaching methods and poses challenges to the current techniques of curriculum creation, delivery, and assessment. According to Chawinga (2017, p. 10), integrating social media into teaching benefits teachers and students by complementing traditional face-to-face instruction. According to Barczyk and Duncan (2011, p. 27), social media tools should be used in the curriculum as a supplementary resource to enhance student engagement and education. This investigation also confirmed earlier investigations that lecturers and students demonstrated the ability to respond effectively during a crisis by employing creative methods to ensure that teaching and learning continued without interruption. Students exhibit enthusiasm for utilising social media as a means of education and are proficient in its practical use. Their engagement with creating their own TikTok videos allowed them to add a valuable resource to their repertoire of teaching strategies. This investigation also confirmed earlier investigations that lecturers and students demonstrated the ability to respond effectively during a crisis by employing creative methods to ensure that teaching and learning continued without interruption. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 19
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