Douyin Microlearning and Academic Performance: A Critical Reflection on Digital Learning in Chinese Higher Education

Abstract

The rapid digital transformation of Chinese higher education has redefined how students access, process, and value knowledge. Among emerging technologies, Douyin (the Chinese version of TikTok) has become a powerful medium for informal learning, merging entertainment with education through its algorithm-driven microlearning environment. This paper examines Douyin’s growing influence on academic culture, exploring its pedagogical logic, ethical implications, and policy significance. It argues that while Douyin democratizes learning by expanding accessibility and engagement, it simultaneously fragments attention and challenges traditional ideals of endurance and moral cultivation rooted in Confucian educational philosophy. Drawing on recent studies and national reports, the analysis situates Douyin within China’s broader Education Digitalization Strategy 2035, identifying both opportunities and risks in the convergence of social media and higher education. The study concludes that the key to sustainable digital learning lies not in rejecting short-video formats but in humanizing them—embedding reflection, integrity, and depth within the accelerating tempo of modern knowledge consumption.