Scholarlink

<p>This study explores the evolving role of social media and social network platforms in the transformation of education in Greece during and after the COVID-19 pandemic. Combining empirical evidence from a primary quantitative and qualitative survey (N = 53) with a bibliometric analysis of global research trends from 2012–2024, we investigate how social and digital technologies impact pedagogical practices and perceptions. Using Bibliometrix and Scopus data, the study identifies leading authors, countries, keywords, and emerging themes in the literature on social media and distance education. Furthermore, the article critically discusses the role of public funding and infrastructure in enabling digital transitions in Greek education. The findings suggest strong positive attitudes toward structured distance learning platforms, yet skepticism persists around the educational use of open social media. Our results offer implications for policymakers, educators, and educational technology designers aiming to enhance digital equity and innovation in public education.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Social media and distance education in Greece through empirical and bibliometric evidence on public funding and digital learning

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年3月13日

查看全文
  • Kyriaki Efthalitsidou,
  • Konstantinos G. Spinthiropoulos,
  • Nikos Argyropoulos,
  • Nikolaos Sariannidis

摘要

This study explores the evolving role of social media and social network platforms in the transformation of education in Greece during and after the COVID-19 pandemic. Combining empirical evidence from a primary quantitative and qualitative survey (N = 53) with a bibliometric analysis of global research trends from 2012–2024, we investigate how social and digital technologies impact pedagogical practices and perceptions. Using Bibliometrix and Scopus data, the study identifies leading authors, countries, keywords, and emerging themes in the literature on social media and distance education. Furthermore, the article critically discusses the role of public funding and infrastructure in enabling digital transitions in Greek education. The findings suggest strong positive attitudes toward structured distance learning platforms, yet skepticism persists around the educational use of open social media. Our results offer implications for policymakers, educators, and educational technology designers aiming to enhance digital equity and innovation in public education.