<![CDATA[This study explores integrating social digital platforms into a competency-based curriculum for the support of academic and non-academic competencies in secondary school. Utilizing a mixed-methods study, quantitative data were collected through 300 respondents utilizing a structured questionnaire and qualitative data were obtained from semi-structured interviews. Statistical analyses established high positive relationships between social media intensity and collaboration (r = 0.62, p < 0.01), creativity (r = 0.58, p < 0.01), and digital literacy, and multiple regression showed that institutional support and digital engagement significantly predicted levels of competency attainment, with digital engagement being the more powerful predictor. Qualitative findings indicated a preference for simple-to-access platforms such as WhatsApp, together with challenges including poor teacher training and disruption by non-educational content. The study addresses a significant literature gap by systematically incorporating trendy social media into competency-based education within the relatively under-researched Indonesian secondary school context. The research also broadens the DigCompEdu framework in relation to informal digital social aspects and provides tangible recommendations for policymakers on content design for adaptable curricula, teacher training and infrastructure readiness. Existing internationally, the findings present evidence that can be utilized in countries with a prospective agenda or desire to utilise digital technologies to design for 21st Century skills and stimulate education transformation.]]>
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