This study aims to investigate the role of digital learning platforms (DLP) as a mediator in the relationship between the social media capability (SMC) and academic performance (AP). It explores the individual impacts of SMC and DLP on academic performance. The study employs Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze the reflective and structural models, aiming to find the correlations among various variables. The adoption of the structural model is supported by evidence of convergent, discriminant, and convergent validity among the constructs. The structural model's findings suggest a positive association between students' use of social media and both Digital Learning Platforms (DLP) and academic performance. Moreover, it identifies DLP as a mediating factor in these relationships, indicating that students are more likely to leverage and harness the benefits of social media when they have control over digital learning platform resources. Consequently, SMC and DLP collectively contribute to improved academic performance. This study highlights the applicability of Partial Least Squares Structural Equation Modeling in understanding the dynamics of social media and digital learning platforms in the context of enhancing academic performance. The results also emphasize the significance of integrating digital learning platforms into educational institutions. Finally, the study discusses implications and provides practical recommendations based on its findings.