Uses and gratifications of Telegram messenger among university students

Abstract

Abstract This conceptual paper explores the uses and gratifications of Telegram messenger among university stu- dents within the framework of Uses and Gratifications Theory (UGT). As digital communication evolves, instant messaging applications have become essential tools for academic and social interactions in higher education. Telegram, distinguished by its enhanced privacy features, large group capacity, channel functionality, and unlim- ited file sharing, has emerged as a significant platform for educational communication. This paper synthesises existing literature to develop a conceptual framework explaining why and how university students adopt and utilise Telegram. Drawing on current empirical studies from diverse educational contexts, the paper identifies five primary gratifications sought by students through Telegram. These include information seeking and knowledge acquisition, social interaction and community building, convenience and accessibility for learning, entertainment and escapism, and self-expression and identity management. The paper discusses how Telegram’s unique features align with these gratifications to support collaborative learning, facilitate instructor-student communication, en- able peer-to-peer knowledge exchange, and create inclusive learning environments. The conceptual framework in- tegrates individual factors, platform characteristics, and contextual variables that collectively influence Telegram adoption and usage patterns among students. The paper concludes by proposing directions for future empirical research. This framework contributes to understanding digital communication in higher education and provides insights for educators, administrators, and platform developers seeking to optimise technology-mediated learning experiences.