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The main objective of this systematic review is to synthesize the empirical evidence on how the Internet and social media may, or may not, constitute spaces for exchange that can be favorable to violent extremism. Of the 5,182 studies generated from the searches, 11 studies were eligible for inclusion in this review. We considered empirical studies with qualitative, quantitative, and mixed designs, but did not conduct meta-analysis due to the heterogeneous and at times incomparable nature of the data. The reviewed studies provide tentative evidence that exposure to radical violent online material is associated with extremist online and offline attitudes, as well as the risk of committing political violence among white supremacist, neo-Nazi, and radical Islamist groups. Active seekers of violent radical material also seem to be at higher risk of engaging in political violence as compared to passive seekers. The Internet’s role thus seems to be one of decision-shaping, which, in association with offline factors, can be associated to decision-making. The methodological limitations of the reviewed studies are discussed, and recommendations are made for future research.

This report presents findings from a quantitative study, which aimed to explore the role of the Internet in radicalisation and offending of 235 convicted extremists in England and Wales.

This article seeks to contribute to broadening the focus of research in the area of violent online political extremism by examining the use of the internet by dissident Irish Republicans and their supporters. The argument here is not that the internet substitutes face-to-face contacts amongst Irish Republicans, including violent dissidents, nor that it currently plays a central role in processes of radicalisation into violent dissident groups, but that it has an important support function in terms of providing an ‘always-on’ space for discussion, consumption, and production of Irish Republicanism and thus a potentially useful educative role in terms of introducing ‘newbies’ to violent dissident Republicanism while also acting as a ‘maintenance’ space for the already committed. This exploratory study considers the importance of these functions in the context of repeated suggestions that the dissidents have no significant support-base or constituency as internet activity certainly gives the appearance of some such support.

This review will examine the academic literature over which role the internet has in the evolution of extremism and terrorism since its advent. It will compare two different approaches. The first claims that the internet is a major factor that facilitates ideas and narratives, which can lead to the rise of extremism and terrorism. The second, which in its turn contradicts this approach, argues that prior the advent of the internet extremists and terrorists where more successful into achieving their goals. For that reason, the review will be split into 3 sections. The first section will be examining some needed key definitions of what constitutes terrorism and extremism. Afterwards the essay will shift its approach towards the main debate of whether the internet has a causal link with extremism and terrorism or not. Therefore Sect. 2 brings forth the ways, in which the internet has helped terrorism to advance its goals. Moving on to the third section, this piece of work will discuss the approach in which the internet does not assist extremist narratives but, in the contrary helps the advancement of better research around it and its prevention. Lastly, the review will sum up over the literature that has been discussed and conclude that there is always space for future research.

The Counter Terrorism and Security Act (2015) introduced a binding duty on public sector bodies in the United Kingdom (UK), including education, to have ‘due regard to the need to prevent people from being drawn into terrorism’. The Prevent duty has become widely controversial in the Higher Education (HE) sector with questions as to whether it contravenes academic freedom and freedom of speech.
This research seeks to identify how Prevent may be applied to cyberspace to reduce risk of students being radicalised online at universities. Through semi-structured interviews (N= 16) with individuals working in Prevent and HE, attention is given to the capability of monitoring and filtering website content, which must be considered by universities as part of Prevent compliance. In addition, non-technical methods of reducing radicalisation in cyberspace are explored. Consideration is given to building students’ resilience to challenging information they see online through developing counter-narrative content for social media platforms. With students developing counter-narrative content themselves, specifically addressing vulnerability drivers to radicalisation, universities can enhance compliance with Prevent and create counter extremist content which can be used in cyberspace both in and outside of HE.

We examined whether and how social media play a role in the process of radicalization, and whether and for what purposes extremists use social media after they become radicalized within a sample of fifty-one Canadian extremists. Differences between converts and non-converts in terms of their radicalization process, involvement in terrorism, and social media usage were also investigated. Data were collected from a combination of media reports via an in-depth LexisNexis search and court records obtained from The Canadian Legal Information Institute database. The results confirm that social media played a role either during or after the radicalization process of the majority of the sample and converts are more vulnerable to online radicalization than non-converts.