Abstract
Social networks have reshaped knowledge acquisition and dissemination, rendering them seminal for shaping socioeconomic public opinion and environmental trends, and an informal authority with educational capacity, where members may learn mind–sets and behaviours actively or inductively. Our case study examines the extent a social network video can incite members to act on an issue of wide social interest, such as sustainability, indicating that currently it is questionable whether social networks are effectively structured to prompt active societal involvement within internet pluralism, unless modes of participation and learning are guided by socio–cognitive learning models, such as A. Bandura's Theory of Learning.
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