ABSTRACT
According to reports, Internet users spend an average of 8 h online per day, with a significant portion of this time dedicated to social media platforms such as YouTube. Among content creators on YouTube, eduTubers produce educational content. Students are increasingly using digital social media platforms as a supplement and support to education. Although certain educators question the validity of such educational videos, only limited studies have examined the scientific and academic rigor of eduTubers. This study identifies the underlying theoretical principles in the practices of eduTubers through qualitative research that employs digital methods and ethnographic tools. This study examined 13 eduTubers and analyzed 196 videos and more than 7500 comments from their channels. The results reveal four categories of practices, namely, pedagogical strategies, content management, resource management, and communication strategies. These practices unconsciously incorporate principles from various learning (e.g., cognitive theory of multimedia learning or the theory of meaningful learning) and communication (e.g., inverted pyramid theory or the temptation of teacher prophecy) theories. Educators could benefit from familiarizing themselves with and adopting the practices of eduTubers to enhance students' perception about learning in classrooms.