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This three-article dissertation focuses on cyber-related topics on terrorist groups, specifically Jihadists’ use of technology, the application of natural language processing, and social networks in analyzing text data derived from terrorists’ Dark Web forums. The first article explores cybercrime and cyberterrorism. As technology progresses, it facilitates new forms of behavior, including tech-related crimes known as cybercrime and cyberterrorism. In this article, I provide an analysis of the problems of cybercrime and cyberterrorism within the field of criminology by reviewing existing literature focusing on (a) the issues in defining terrorism, cybercrime, and cyberterrorism, (b) ways that cybercriminals commit a crime in cyberspace, and (c) ways that cyberterrorists attack critical infrastructure, including computer systems, data, websites, and servers.

In recent years, researchers have shown a vested interest in developing advanced information technologies, machine-learning algorithms, and risk-assessment tools to detect and analyze radical content online, with increased attention on identifying violent extremists or measuring digital pathways of violent radicalization. Yet overlooked in this evolving space has been a systematic examination of what constitutes radical posting behaviors in general. This study uses a sentiment analysis-based algorithm that adapts criminal career measures – and is guided by communication research on social influence – to develop and describe three radical posting behaviors (high-intensity, high-frequency, and high-duration) found on a sub-forum of the most conspicuous right-wing extremist forum. The results highlight the multi-dimensional nature of radical right-wing posting behaviors, many of which may inform future risk factor frameworks used by law enforcement and intelligence agencies to identify credible threats online.

In considering how terrorist movements use the Internet, it is becoming increasingly apparent that we must move beyond predominantly descriptive overviews of the contents of websites to examine in more detail the notion of virtual communities of support and the functions of these for their members. Virtual communities in support of terrorist movements are real social spaces where people interact on a regular basis to disseminate their views, share their knowledge, and encourage each other to become increasingly supportive of movements that use terrorism to achieve their goals. Taken from a larger body of comparative qualitative research investigating the content and function of discourses created in virtual communities in support of terrorism, this article presents a thematic analysis of “Stormfront,” a virtual community of the radical right.

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.

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.

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.