BookTok as a didactic strategy for the promotion of reading, reading motivation, and interpretative comprehension in educational contexts
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https://doi.org/10.61347/psa.v4i1.132Keywords:
BookTok, didactic strategy, educational contexts, reading motivation, reading promotionAbstract
In current educational contexts, difficulties persist in the development of reading habits, reading motivation, and participation in literary activities. In this scenario, the use of digital platforms such as BookTok is presented as an alternative to strengthen reading promotion processes and pedagogical mediation. The objective of this study was to analyze the use of BookTok as a didactic strategy for the promotion of reading and reading motivation in educational contexts, in order to identify its impact on reading habits and interest in texts. The research was conducted using a qualitative approach through a systematic review of related scientific literature, based on studies published in specialized databases. The results show that BookTok fosters interest in reading, genre diversification, emotional identification with texts, and the construction of reading communities, which contributes to strengthening reading motivation and reading habits among young students. However, limitations related to teacher training, insufficient pedagogical integration, and the absence of institutional guidelines for its educational use were also identified. It is concluded that the positive impact of BookTok depends on appropriate didactic mediation, curricular planning, and the strengthening of digital competencies in educational contexts.
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Copyright (c) 2026 Edwin Antonio Acuña Checa, Gonzalo Fabián Erazo Brito, Edgar German Olivo Silva
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