A study on the use and significance of educational memes among teachers and within classroom culture.

Graduate thesis (Master of Arts In Education Major in English) -- Foundation University, 2026.

Includes bibliographical references and appendices.

Abstract
This study examined the lived experiences of teachers integrating educational memes
into their instructional practices. Employing a descriptive phenomenology research
design the researcher conducted semi-structured interviews with seven (7)
secondary teachers from the Division of Siquijor, selected through purposive
sampling Data were analyyzed using Colaizzi's seven-step method to extract core
meanings from the participants' narratives. Eight emergent themes developed: (1)
From Scroll to School, (2) Meme-ingful Pedagogy, (3) Memes in Motion, (4) Emotional
Imprints, (5) Laughter Meets Accountability, (6) Context Makes It Click, (7)
Metamorphosis of the Mind, and (8) The Viral Ceiling. Findings indicated that meme
integration meaningfully bridges digital culture and classroom learning by enhancing
student engagement retention, and 21st-century skills; however, effective use
requires deliberate instructional planning, ethical screening, cultural sensitivity, and
activation of prior knowledge to ensure memes serve as scaffolds rather than
distractions. The study recommended capacity-building initiatives for teachers on
responsible digital content use and strategic alignment of memes with learning
competencies, while future research should employ experimental and comparative
designs to examine learning outcomes across subjects and grade levels. By capturing
teachers lived experiences, this study contributed to a deeper understanding of
digtal content integration and informed innovative instructional practices that
utilized memes to enhance learning in contemporary classrooms.
Keywords: Educational Memes, Lived Experience. Meme Integration, Phenomenology, Teachers Experiences