The pervasive growth of social media usage among secondary school students has raised pressing
concerns regarding its impact on moral development, particularly among learners studying Christian
Religious Education (CRE). This study aimed to analyze how social media influences the morals of
CRE students in public secondary schools in Kilome Sub County, Makueni County. The objectives were
to determine the nature and extent of students' engagement with social media assess its influence on
their moral behavior, and examine the roles of teachers and school administration in promoting ethical
conduct in the digital age.A descriptive survey design was adopted to guide the research process. The
study sampled 10 public secondary schools selected through stratified random sampling to represent
various school categories (day, boarding, and mixed). From each school, 9 CRE students were chosen
through simple random sampling, and one CRE teacher was purposively selected, resulting in a total of
90 students and 10 teachers. Data collection involved the use of structured questionnaires for both
teachers and students, and focus group discussions provided rich qualitative data from students' lived
experiences.The findings revealed that the majority of students access social media daily using
smartphones, often without proper supervision. Popular platforms included WhatsApp, Facebook,
Instagram, and TikTok. The data analysis, conducted using SPSS for quantitative data and thematic
analysis for qualitative data, showed that excessive and unsupervised use of social media had
contributed to moral decay among students. Issues such as declining discipline, reduced academic focus,
disrespect towards teachers and parents, and engagement with inappropriate online content were
identified. However, the study also found that social media can have a positive moral impact when
students engage with uplifting and religious content, demonstrating the platform's potential to be both
constructive and destructive.Teachers reported challenges in addressing moral issues linked to digital
behavior, citing a lack of training and insufficient support from parents and school management. It was
also noted that the current CRE curriculum does not adequately address modern technological influences
on moral development. Furthermore, some school administrators lacked clear policies to regulate
students' social media usage within school environments. Based on these findings, the study
recommends a multifaceted approach to address the moral challenges posed by social media. First,
schools should introduce digital literacy and ethical media education within the CRE curriculum to help
students discern and resist harmful content. Second, parents need to be sensitized on the importance of
monitoring their children's online activities and promoting responsible usage at home. Third, school
administrations should develop clear policies regarding smartphone and internet usage and reinforce the
role of guidance and counseling departments. Additionally, teachers should receive in-service training to
equip them with skills to address moral challenges associated with technology use among learners. In
conclusion, the study highlights that while social media can pose threats to students’ moral
development; it also presents opportunities for moral growth if used responsibly. By fostering
collaboration among educators, parents, students, and policymakers, it is possible to harness social
media as a tool for moral formation rather than deterioration.