This qualitative study investigates university teachers' acceptance of integrating social media into their instructional approaches. The primary research question guiding this study is: How do higher education faculty perceive the role of social media in their teaching? The study employs a qualitative approach, utilizing a pragmatic qualitative approach with seventeen participants from different majors in higher education. Through in-depth interviews, the research explores the experiences and perspectives of faculty attitudes and stances in relation to the pedagogical application of online user-generated content platform in college classes. The study revealed that while social media is seen as easy to use and familiar, its adoption is not without challenges. Faculty members raised concerns about privacy, insufficient training, and the difficulty of maintaining professional boundaries when interacting with students on social media platforms. Additionally, Faculty appreciated the flexibility and potential for informal learning that social media offers, but they remained cautious about the challenges of integrating these platforms into formal academic settings. The findings contribute to the growing body of research on technology adoption in education, providing insights into how social media can be leveraged effectively while maintaining professional standards. These findings have implications for educators, administrators, and researchers who seek to improve the effectiveness of using social media as an instructional tool in higher education settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]