Background: This systematic review will address the influence of Information and Communication Technologies (ICTs) on democratic processes and citizens’ participation, which is enabled by such tools as social media, e-voting systems, e-government initiatives, and e-participation platforms. Methods: Based on an in-depth analysis of 46 peer-reviewed articles published between 1999 and 2024, this review emphasizes how ICTs have improved democratic engagement quality, efficiency, and transparency, but highlights key challenges and research gaps. Results: From this angle, ICT tools have great potential to nurture civic engagement and good governance through transparency. Challenges persist with the ethical and social implications of surveillance technologies, security concerns about digital voting systems, and the widening digital divide disproportionately affecting marginalized populations. The current regulatory framework dealing with privacy and misinformation issues is relatively weak, and there is also a lack of understanding about ICTs’ long-term effects on democratic governance. Conclusions: This review underlines the duality of the roles played by ICT as both an enabler and a challenge to democratic processes. It calls for regulatory measures to protect privacy, fight disinformation, and reduce the digital divide. Future research in this area should focus on the long-term effects of ICTs and how they can be equitably and efficiently integrated into democratic systems, with strategies aimed at maximizing benefits while minimizing risks.

The COVID-19 pandemic accelerated virtual collaboration, reshaping digital communication, remote work, education, and e-democracy. This study examines the impact of these tools on digital citizen participation through a quantitative cross-sectional survey of n = 1122 participants across diverse demographics. Using stratified purposive sampling, descriptive statistics, correlation analyses, and segmentation by demographic and psychological factors, we analyzed how infrastructure quality, personality traits, and social dynamics influenced virtual engagement. While digital platforms have improved accessibility, findings reveal that they often fail to foster interpersonal trust and democratic deliberation. Statistical analyses demonstrated significant correlations between communication effectiveness and relationship quality (ρ = 0.387, p < 0.001), with distinct patterns emerging across age groups, community sizes, and personality types. Infrastructure disparities significantly impacted participation, particularly in rural areas (χ² = 70.72, df = 12, p < 0.001, V = 0.145). Recommendations include enhancing digital infrastructure, developing adaptive e-governance platforms, and implementing trust-building mechanisms. Despite the limitations of self-reported data and the cross-sectional design, these insights contribute to building more inclusive digital governance frameworks. Future research should employ longitudinal approaches to explore evolving trends in e-democratic participation.

(1) Background: Information and Communication Technology (ICT) integration in secondary education remains a critical challenge despite substantial investments in teacher training and infrastructure. This study investigated ICT certification levels, implementation patterns, and barriers among Greek secondary school teachers to understand the disconnect between policy aspirations and classroom realities. (2) Methods: A quantitative cross-sectional survey design was employed with 108 secondary teachers (61.1% female; mean age 47.3 years; 70.4% with >10 years’ experience) in the Prefecture of Ilia, Greece (response rate: 87.7%). Participants were permanent secondary school teachers employed in public schools during the 2021–2022 academic year; substitute teachers and private school staff were excluded. A three-section structured questionnaire was developed through literature review, expert validation (n = 3), and pilot testing (n = 10). Section A assessed demographics (5 items), Section B measured perceived barriers using a 7-item Likert scale, and Section C assessed implementation practices using a 10-item frequency scale (Cronbach’s α = 0.942). Data were analyzed using descriptive statistics, Mann–Whitney U tests, Kruskal–Wallis tests, and correlation analyses. (3) Results: While 74.1% of teachers held Level A certification, only 25.9% achieved Level B, with overall implementation remaining moderate (M = 2.92/5.00). Leadership support deficiency emerged as the primary barrier (76.9%), followed by inadequate technical support (74.1%). Younger teachers (24–35 years) demonstrated significantly higher ICT implementation than their older colleagues (56+ years), and teachers with less experience showed greater implementation frequency than veteran teachers—a finding that paradoxically challenges the “digital natives” assumption, given the barriers they face. Teachers preferred flexible Internet resources to formal educational software, indicating strategic adaptation to institutional constraints. Key limitations include convenience sampling, cross-sectional design, self-reported measures, and regional specificity. (4) Conclusions: The certification–implementation gap reveals that individual competencies cannot overcome unsupportive institutional environments. Effective ICT integration requires systemic transformation, encompassing leadership development, technical support, and structural reforms beyond traditional teacher training approaches.

Background: Democratic participation depends on three foundational social mechanisms: communication, interpersonal relationships, and socialization. While these mechanisms are well-understood in physical civic settings, their operation in digital environments remains unclear. For the purposes of this review, “fragility” is defined as a structural property of participatory systems, referring primarily to the conditional and variable alignment of these three mechanisms—an alignment that physical environments tend to support by default but that digital environments reproduce only under specific conditions. Methods: This study conducted a targeted high-impact review of twenty-two highly cited Scopus publications (2004–2025) to assess whether communication, interpersonal relationships, and socialization continue to function as core, but not individually sufficient, conditions for democratic engagement online. The review synthesizes findings across three research questions examining each mechanism, using narrative thematic analysis to identify dominant patterns within citation-established scholarship. Results: Across the reviewed corpus, participation strengthens when communication is informationally rich and heterogeneous, when relationships foster trust and bridging social capital, and when socialization environments support civic learning and identity formation. Weak informational content, homogeneous networks, and reduced socialization produce thinner or unstable democratic outcomes. The findings reveal that the three mechanisms operate interdependently: their democratic effects depend on simultaneous alignment rather than individual presence. Conclusions: Digital environments can support meaningful participation only when platform architecture reinforces these core social mechanisms. Strengthening informational diversity, relational openness, and digital socialization is essential for robust platform-mediated democratic engagement. Synthesizing these findings, the study proposes a Conditional Model of Digital Democratic Participation, which argues that digital fragility arises not from the medium itself but when the qualitative conditions required to validate the core social mechanisms fail to align. The Conditional Model differs from existing frameworks by treating communication, relationships, and socialization as interdependent mechanisms whose democratic effects are conditional on their simultaneous presence. Digital participation is not weak—it is conditional.