Digital personas: A multimodal discourse analysis of Algerian star teachers’ identity on social media

Abstract

Over the past two decades, social media has profoundly reshaped educational communication and professional identity. The expansion of digital platforms has enabled teachers to extend their presence beyond traditional classrooms; however, limited research has critically examined how teachers influence authority and negotiate professional identity within commercialized digital environments. This study addresses this gap by analyzing the social media practices of a prominent teacher influencer through multimodal and critical discourse analysis. The research explores how educators balance their dual roles as instructors and content creators while shaping public perceptions of teaching and learning. The findings reveal a reconfiguration of teacher identity in which personal branding, visibility, and market orientation become central to professional legitimacy. Authority is increasingly performed through strategic self-presentation and audience engagement rather than institutional affiliation alone. The emergence of star teachers signals broader transformations in educational values, professional boundaries, and the commodification of knowledge. This study contributes to understanding how digital culture influences educational practice and highlights implications for teacher professionalism, ethical standards, and the future positioning of education within media-driven societies.

Keywords: Digital identity; discourse analysis; educational commercialization; social media; teacher influencers