Abstract
The teachers and students' engagement on Facebook, Instagram, WhatsApp, Telegram, and other online and offline platforms for the purpose of teaching and learning are considered as digital citizenship in education. These social media have also exposed the users to admit several rights and mutual values. However, the enhancement of technology has motivated these citizens not only to communicate across the world but also to build platforms to practice and learn new knowledge and skills. This article is proposed to review the impacts of digital citizenship on teachers and students' educational development. Therefore, a critical review of the literature is conducted. The data is collected using Google Scholar with the scope of the topic and the criteria mainly between 2011 to 2021. The data analysis procedure and identifying codes, patterns, and similar themes have motivated the authors to present and discuss the results and findings thematically. The results show that the fundamental elements of digital citizenship are the internet, technological tools, social media, and responsible behaviors of the users on the platforms. The findings also indicate that the development of information communication technology and virtual practices are serving digital citizens to be involved in many related and unrelated activities which need to be controlled by an authentic policy. Since the growing technology of the world is transforming the paradigms including the students' needs, the layout of the classrooms, and the stakeholders' requirement for employability. Investigating these continuing needs contributes to the efforts to lead the information communication technology integration into educational circumstances and address the local and national policies, facilitating the infrastructure, enhancing the educational settings, cybersecurity issues, and privacy accountability among educators and the learners.
Highlights
IntroductionStudents have been taught through the traditional teaching methods in Afghanistan
For many years, students have been taught through the traditional teaching methods in Afghanistan
This educational paradigm shift has motivated teachers, students, and educational institutions to redefine their objective goals during the Covid-19 pandemic
Summary
Students have been taught through the traditional teaching methods in Afghanistan. Investigating the highlights of literature on digital citizenship contribute in terms of the definition of digital citizenship, teachers' roles as digital citizens, students' roles as digital citizens, identity issues of digital citizenship, and integration of digital citizenship in education This will provide an authentic understanding of the digital citizenship and educational paradigm shift for the teachers, students, educational institutions, and stakeholders in the context of Afghanistan. Since there is no specific study that has advanced the use of digital citizenship in education in the country This contributes to providing an authentic understanding of digital citizenship and education to help teachers and students to focus on online activities at school, universities, and to integrate enriched internet browsing and applications for the inside and outside use of the classrooms through reviewing outcomes of the study
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: International Journal of Multidisciplinary: Applied Business and Education Research
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.