Research article | Open Access
International Journal on New Trends in Education and Their Implications 2025, Vol. 16(2) 79-99
A Scoping Review of Teacher Influencers
pp. 79 - 99
Publish Date: December 31, 2025 | Single/Total View: 18/17 | Single/Total Download: 25/23
Abstract
Social media’s rapid expansion led to emerge new forms of professional and educational engagement. The phenomenon of teacher influencer is one of them. This study aims to review research on teacher influencers, focusing on their characteristics, effects on teaching and students, and its importance is in showing the opportunities, challenges, and gaps in this emerging field. So, this study designed as a scoping review in line with PRISMA-ScR guidelines, synthesizes 30 studies published between 2020 and February 2025 to examine the scope of research on teacher influencers. The findings show that teacher influencers are characterized by sharing their knowledge, professional experiences, and classroom strategies, while at the same time being perceived as young, inexperienced, and seeking popularity. Their contents are shaped by authenticity, personal branding, and educational purposes, but also by commercialization, lifestyle sharing, in some cases, ideological use and violations of children’s rights. Regarding the effects on the teaching profession, teacher influencers contribute to collaboration and professional development, yet they also risk negative impact on the status of teaching profession. In terms of the effects on students’ educational processes, they increase motivation, engagement, and accessibility, but may also cause superficial learning, negative role models, and privacy problems. The review identifies research gaps in cross-platform comparative studies, longitudinal and cross-cultural approaches, professional identity and ethics, pedagogical and learning outcomes, economic and policy dimensions, and methodological innovation. Overall, the study maps the phenomenon of teacher influencers as a dual structure that creates both opportunities and risks for education, while providing insights for researchers, teachers, and policymakers navigating digital transformation.
Keywords: Teacher influencers, Social media, Scoping review, Teaching profession, Students’ educational processes.
APA 7th edition
CAN, E., & ISTANKOYLU, H. (2025). A Scoping Review of Teacher Influencers. International Journal on New Trends in Education and Their Implications, 16(2), 79-99.
Harvard
CAN, E. and ISTANKOYLU, H. (2025). A Scoping Review of Teacher Influencers. International Journal on New Trends in Education and Their Implications, 16(2), pp. 79-99.
Chicago 16th edition
CAN, Ertug and Hilal ISTANKOYLU (2025). "A Scoping Review of Teacher Influencers". International Journal on New Trends in Education and Their Implications 16 (2):79-99.
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