## 4 Discussion
### TikTok as Didactic Tool in Chemistry Education  
The second activity, which involved the creation of educational TikToks, elicited largely positive responses from pre-service teachers. While some participants found the task challenging--particularly due to time constraints and a lack of experience with video editing--many highlighted the engaging and creative nature of the activity, as reflected in the results of the multiple-choice question. Notably, preferences for the TikTok activity varied by group, depending on the nature of the video content created. In addition to the activity on digital news, Groups A and B developed TikToks on [PERSON]'s atomic postulates, thus engaging directly with core chemical content. Group A showed a 57.1% preference for the TikTok activity, 25% selected both activities--TikTok and digital news--equally, 10.7% preferred digital news, and 7.1% chose neither. Group B demonstrated even stronger enthusiasm for TikTok, with 64.3% favouring it, 25% choosing both, and 10.7% preferring digital news, while no participant rejected both activities. In contrast, Group C, whose TikToks focused on personal reflections about previous science learning experiences rather than disciplinary content, exhibited a slightly different trend: 42.9% liked both activities equally and 57.1% selected TikTok as their preference, with no participants selecting digital news or \"neither.\"  
These results suggest that even when the TikTok activity does not involve direct engagement with chemistry content, the platform's format and creative possibilities can still resonate positively with learners. However, the stronger preference for TikTok in Groups A and B may reflect the added pedagogical value and satisfaction derived from successfully simplifying and communicating abstract scientific content through digital media. TikTok, as a social media application grounded in brief, visually engaging content, represents a powerful didactic tool aligned with the principles of microlearning and nanoleaming. Microlearning involves small, focused learning activities typically lasting between 30 s and 5 min [72], while TikTok's format--usually 15 s to 3 min--makes it ideal for nanolearning [73]. These formats reduce cognitive load, promote knowledge retention, and adapt well to the preferences of today's learners who favour fast, on-demand access to content [74]. Moreover, engaging with TikTok in an educational context has the potential to bridge the gap between abstract scientific concepts and students' lived experiences. Thus, chemistry--often perceived as abstract and difficult--can be rendered more relatable and meaningful through digital storytelling [75]. Pre-service teachers in this study reported that transforming complex topics into concise, accessible videos required them to rethink their understanding of chemical concepts and find innovative ways to communicate them. Likewise, student-created videos offer a powerful mode of learning, as students actively engage in simplifying and translating content into a language their peers understand [75]. In addition to enhancing comprehension, TikTok as a learning medium promotes key 21 st-century skills, including creativity, communication, collaboration, and critical thinking [76]. The development of a short, coherent educational video necessitates decision-making, idea exchange, and problem-solving--skills crucial to both scientific reasoning and pedagogical practice. The motivational aspects of TikTok were also evident in participant responses. The use of music, humour, and audiovisual tools created an enjoyable learning environment, aligning with prior research indicating that social media can enhance engagement and motivation [77]. However, the implementation of TikTok as an educational tool is not without its challenges. Some participants expressed initial discomfort or insecurity, reflecting broader concerns regarding privacy, institutional policies, and the public nature of social media platforms [78].