Social Media Use in Journalism and Education Mediated by Personal Integrative Needs

this study applied the uses and gratifications theory to analyze Jordanian university-level students' use of social media for journalism and education. The researchers surveyed students $(n=332)$ enrolled in two public-sector universities. Data were analyze by using SPSS and Smart-PLS for structural equation modeling. Results showed that social media use directly affected journalism $(p < 0.003)$ and education $(p < 0.000)$ practices, indicating these factors as prevalent in students' online activities. Personal integrative needs significantly mediated the effect of social media use on journalism $(p < 0.000)$. These insights contribute to a more comprehensive understanding of how integrating social media into journalism and education transformed information consumption and is deeply intertwine with students' desires for self-expression and personal development in the digital age. Digital communication continues to evolve; these findings serve as a valuable guide for educators, journalists, and policymakers in optimizing the benefits of social media while addressing potential challenges. Further, research limitations highlighted.