Abstract
This study aims to conduct digital citizenship education for borderline intellectual disorder and explore its impact and overall necessity. According to these research objectives, 12 sessions of digital citizenship education were conducted for six borderline intelligence individuals attending S Alternative School in Seoul, and its impact was statistically confirmed through the same group pre-post test design. In addition, after the program, in-depth interviews were conducted with research participants to conduct qualitative analysis. As a result of the analysis, the digital citizenship of borderline intelligence was improved through digital citizenship education, and qualitative analysis also confirmed the impact of digital citizenship and the need for digital citizenship education in the future. Based on these results, suggestions were made to activate digital citizenship education for borderline intelligence individuals in the future.
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