Abstract

This study investigates the educational potential of memes in the digital era and proposes effective strategies for integrating meme pedagogy into university general education. Using an integrative literature review, the study synthesizes research on memes, digital literacy, and digital native–digital immigrant theory to explore how meme-based learning can contribute to contemporary educational goals. Based on this synthesis, the study develops the Meme-Based Digital Literacy Pedagogy Framework. This framework illustrates the relationships among meme-based learning activities, digital literacy competencies, general education outcomes, and differentiated instructional strategies tailored for diverse learner groups. The findings suggest that meme-based activities—such as analysis, critique, creation, and collaborative projects—can foster critical comprehension, creative production, social collaboration, and digital citizenship. Furthermore, the framework emphasizes the necessity of differentiated instructional approaches for digital natives and digital immigrants to maximize educational effectiveness. The study concludes that memes can function as meaningful pedagogical resources, not merely as cultural artifacts, supporting digital literacy development and learner-centered general education. Implications for ethical implementation and future empirical validation are also discussed.