Due to the extensive obtainability of the Internet, mobiles, and social media devices, we are living in a globe that is more consistent than ever before. In element, more than three billion people globally are vigorously using numerous social media tools to bond with family members, friends, classmates, and uncountable others from private, professional, and academic nets. Conventionally, Facebook and YouTube have subjugated social media figures in the U.S.; nevertheless, in recent years younger adults and teens have descended toward Instagram, Snapchat, and Twitter. Additionally, 88% of all adults between the age of 18 and 29 in the U.S. admit using social media on a daily basis to communicate with others via text, images, video, audio, and mixture of these methods. It is this great level of user commitment that differentiates the more popular tools from others and delivers exclusive chances to stay in trace, receive up-to-date news, plug extra time, and spread information. This paper examines a framework for utilizing a sociocultural theory (SCT) approach to project and apply social media-based learning activities envisioned to raise learner commitment in higher education coursework. The authors deliberate the present status of social media, particularly as used for educational determinations, as well as the documented learning welfares and experiments. This is followed by an outline of SCT, including its key concepts such as arbitration, the zone of proximal growth, and support. Building on these key notions four pedagogical proposals are labeled for raising learner commitment via social media: deliver the basis for a community of practice, project expressive and reliable learning activities, guide learners' commitment, and evaluate learning as a vibrant social procedure. The paper concludes with a debate of proposals for future research.