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Understanding the Role of Educational Memes in Shaping College Students’ Learning Experiences: A Phenomenological Investigation

Kritch Voyd V. Echano 1,
Leoj Merrick A. Franco 1,
Krisha Mae D. Pajar 1,
Lady Ashley P. Tolibao 1,
Gil John E. Marañon 1,
Xyzy Mieve B. Pinos 1,
Ivy S. Matchobar 1,
Evan P. Taja-on 1 *
1 San Isidro College* Corresponding Author
Educational Point, 3(1), 2026, e143, https://doi.org/10.71176/edup/17781
Publication date: Jan 24, 2026
Research Article
Open Access Open Access
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ABSTRACT

Despite growing interest in digital learning tools, limited research has examined how educational memes function as meaning-making resources rather than as general engagement devices. Existing studies often treat memes as informal or motivational content, leaving unclear how students themselves interpret their role in learning and where their educational value begins and ends. This study addresses this gap by examining how undergraduate students perceive and experience educational memes within academic settings. Data were collected through in-depth interviews with a purposively selected group of five (5) students enrolled in higher education courses where memes were used as part of instruction. The transcripts were analyzed using a structured thematic analysis to identify patterns in how students described engagement, understanding, emotional support, and perceived limitations. The findings show that students do not view memes as instructional substitutes but as context-dependent supports that aid comprehension, ease academic pressure, and foster connection when clearly aligned with lesson goals. At the same time, students express clear boundaries regarding overuse, misalignment, and loss of academic focus. These results contribute a student-centered account of how memes operate within formal learning, offering guidance for educators and curriculum designers on when and how culturally familiar digital forms can support learning without weakening instructional depth.

KEYWORDS

educational memes learning experience educational technology digital learning tools phenomenological study

CITATION (APA)

Echano, K. V. V., Franco, L. M. A., Pajar, K. M. D., Tolibao, L. A. P., Marañon, G. J. E., Pinos, X. M. B., Matchobar, I. S., & Taja-on, E. P. (2026). Understanding the Role of Educational Memes in Shaping College Students’ Learning Experiences: A Phenomenological Investigation. Educational Point, 3(1), e143. https://doi.org/10.71176/edup/17781
Harvard
Echano, K. V. V., Franco, L. M. A., Pajar, K. M. D., Tolibao, L. A. P., Marañon, G. J. E., Pinos, X. M. B., . . . Taja-on, E. P. (2026). Understanding the Role of Educational Memes in Shaping College Students’ Learning Experiences: A Phenomenological Investigation. Educational Point, 3(1), e143. https://doi.org/10.71176/edup/17781
Vancouver
Echano KVV, Franco LMA, Pajar KMD, Tolibao LAP, Marañon GJE, Pinos XMB, et al. Understanding the Role of Educational Memes in Shaping College Students’ Learning Experiences: A Phenomenological Investigation. Educational Point. 2026;3(1):e143. https://doi.org/10.71176/edup/17781
AMA
Echano KVV, Franco LMA, Pajar KMD, et al. Understanding the Role of Educational Memes in Shaping College Students’ Learning Experiences: A Phenomenological Investigation. Educational Point. 2026;3(1), e143. https://doi.org/10.71176/edup/17781
Chicago
Echano, Kritch Voyd V., Leoj Merrick A. Franco, Krisha Mae D. Pajar, Lady Ashley P. Tolibao, Gil John E. Marañon, Xyzy Mieve B. Pinos, Ivy S. Matchobar, and Evan P. Taja-on. "Understanding the Role of Educational Memes in Shaping College Students’ Learning Experiences: A Phenomenological Investigation". Educational Point 2026 3 no. 1 (2026): e143. https://doi.org/10.71176/edup/17781
MLA
Echano, Kritch Voyd V. et al. "Understanding the Role of Educational Memes in Shaping College Students’ Learning Experiences: A Phenomenological Investigation". Educational Point, vol. 3, no. 1, 2026, e143. https://doi.org/10.71176/edup/17781

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