Ha, LouisaAlsubhi, Ahmad2026-04-282026Alsubhi, 2026https://hdl.handle.net/20.500.14154/78784This dissertation examines the role of social media as a communication tool for bridging hierarchical distance and fostering relational trust between students and professors in Saudi higher education. Grounded in Social Penetration Theory (SPT) and Social Information Processing Theory (SIPT), the study explores how computer-mediated communication facilitates professional self-disclosure, accessibility, and trust development within culturally structured academic environments. Using a quantitative research design, data were collected through surveys from undergraduate and graduate students as well as faculty members at King Abdulaziz University (KAU). The study analyzes the academic use of platforms such as WhatsApp, Telegram, and the institutional MyKAU application, comparing students’ and professors’ perspectives on their effectiveness in enhancing communication, reducing hierarchical barriers, and supporting trust-building. The findings indicate that social media, when used in a professional and structured manner, can significantly reduce perceived hierarchical distance and enhance relational trust. However, these benefits depend on maintaining clear ethical and professional boundaries, aligning with cultural norms, and establishing appropriate institutional guidelines. The study also identifies notable differences between students’ and faculty members’ perceptions, reflecting tensions between accessibility, authority, and professionalism in digital academic communication. Theoretically, this research contributes to the integration of SPT and SIPT within a non-Western, high power-distance educational context. Practically, it offers evidence-based recommendations for educators, administrators, and policymakers to develop culturally sensitive guidelines for effective digital communication that support engagement, trust, and collaboration in higher education.Communication between students and professors is central to academic engagement, learning, and trust-building in higher education. In Saudi Arabia, however, student–professor interaction is often shaped by strong hierarchical norms, cultural expectations of respect, and institutional formality, which may limit students’ willingness to engage openly and more frequently with faculty. This dissertation examines the role of social media as a tool for bridging hierarchical distance and fostering relational trust between students and professors within the Saudi higher education context, with a specific focus on King Abdulaziz University (KAU). Grounded in Social Penetration Theory (SPT) and Social Information Processing Theory (SIPT), the study investigates how computer-mediated communication enables professional self-disclosure, accessibility, and trust development while maintaining ethical and cultural boundaries. Using a quantitative research design, survey data were collected from undergraduate and graduate students and faculty members across multiple colleges at KAU. The study compares students’ and professors’ perspectives on the academic use of platforms such as WhatsApp, Telegram, and the institutional MyKAU application, examining their perceived effects on hierarchical distance, communication quality, and relational trust. Findings indicated that social media platforms, when used professionally and purposefully, can reduce perceived hierarchical barriers and enhance trust in student–professor relationships. The results also showed that WhatsApp was the most widely used and perceived as the most useful platform for academic communication across both groups. However, these benefits are contingent upon clear boundary awareness, culturally appropriate communication practices, and institutional norms that balance accessibility with professionalism. The results also reveal significant differences between students’ and professors’ perceptions that highlight ongoing tensions between informality, authority, and ethical responsibility in digital academic communication. The study contributes theoretical advancement by integrating SPT and SIPT within a hierarchical, non-Western educational context, extending their applicability beyond interpersonal and Western academic settings. Practically, it offers culturally grounded insights for educators, administrators, and policymakers seeking to leverage digital communication tools to develop the student–professor social media use guidelines that support trust, engagement, and mentorship while respecting Saudi cultural values. The findings, therefore, have high applicability to other higher education systems characterized by strong hierarchical traditions undergoing digital transformation.183ensocial media in higher educationstudent–professor communicationrelational trustprofessional self-disclosurecomputer-mediated communicationSaudi higher educationtrusthierarchyaccessibilitycollaborationcommunicationdisclosureauthorityengagementprofessionalismThesis