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.
Efthalitsidou et al. (Fri,) studied this question.