This article examines how the evolution of social media transforms the didactics
of political marketing in higher education. It identifies key communication phenomena
and analyzes their pedagogical implications for curriculum design, teaching methods,
and learning outcomes. The research synthesizes recent academic literature from peerreviewed
journals and author’s own observations from courses taught at the university
to propose recommendations for integrating social media competencies into political
science education.
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Article has been screened for originality
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