Education has evolved with the integration of information technologies, including the use of social media as innovative tools in educational technology. Although initially conceived for social interaction, platforms such as TikTok, WhatsApp, and Facebook have shown potential to enrich the learning environment and teaching-learning processes. In this context, a four-week didactic intervention was designed and implemented in seventh-year basic education students, focused on reinforcing knowledge in natural sciences through activities on social media. The methodology combined a quantitative and qualitative approach, with the application of surveys and pre- and post-intervention evaluations in three areas: electricity and energy, magnetism, atmosphere and climate. The results showed significant improvements in the categories of magnetism (Z = −3.918, p < 0.001) and atmosphere and climate (Z = −3.324, p = 0.001). However, no statistically significant difference was found in the category of electricity and energy (Z = −1.230, p = 0.219). This indicates that the intervention was more effective in certain areas, suggesting the need to adjust strategies for other topics. The effectiveness of using information technologies in education, particularly social media, to improve academic performance in specific areas is highlighted, proposing their potential as complementary teaching tools and the need to continue researching their application in various educational disciplines
