Relación del uso de redes sociales en la creación de hábitos de estudio en estudiantes de la escuela nacional de comercio, en Bogotá.

Abstract

The research project addresses the issue of the relationship between digital platforms and learning processes among adolescents, analyzing the case of the Escuela Nacional de Comercio in Bogotá. It begins by examining the tension between school demands, which require concentration, planning, and discipline, and the dynamics of cyberculture, characterized by instant gratification, fragmented information consumption, and the search for virtual recognition. The general objective is to propose pedagogical guidelines that enable the integration of digital culture with formal education, promoting a critical and educational use of social media while strengthening study habits that enhance academic commitment, self-regulation, and school performance. The study was developed under a mixed-method action research design that combines an interpretive qualitative approach with descriptive quantitative techniques, using a written group survey method focused on exploring students' perceptions, identifying patterns of digital use, and analyzing how these practices influence the development of study habits. The study defined analytical categories such as social media use (frequency, time spent, and purpose), cyberculture (digital cultural practices, identity construction, and informal learning), and study habits (time management, learning strategies, and distraction control). This approach made it possible to understand the ambivalent nature of social media: while prolonged recreational use is associated with distraction and lower academic performance, its pedagogical integration can foster collaborative learning and academic organization. The findings reveal that academic interest is affected by the logic of instant gratification inherent in social media. However, opportunities were also identified to use these platforms as spaces for autonomous and collaborative learning, provided that adequate teacher and institutional mediation is present. The central conclusion is that the problem does not lie in social media itself, but rather in the lack of self-regulation and pedagogical strategies that guide its educational use. Consequently, schools must assume an active role in critical digital literacy, recognizing cyberculture as an integral part of young people's educational reality and transforming it into a resource for strengthening study habits.