Abstract
This article draws on moral theory to advance digital citizenship education and explore how adolescents aged 13–16 make decisions when confronted with incivility, such as cyberbullying, on social media. Given the extent to which digital citizenship education may be approached in line with deontological (rules), utilitarian (consequences) and/or virtue ethical (character) theories, we argue that it is important to know which of these underpin adolescents’ moral decision making online. To address this question, this article reports findings from a survey completed by 1947 13–16 year olds in England. Chi-square tests, binary logistic regressions and other exploratory analysis showed that most 13–16 year-olds use virtue ethical reasons to justify moral actions. We conclude that if online incivility is to be reduced, policymakers, educators and parents should focus more on virtue- and character-based approaches to digital citizenship education.
Highlights
The question of whether the Internet contributes to or diminishes human flourishing – our ability as human beings to live well and thrive both individually and collectively (Jubilee Centre, 2017) – has been central to many academic and other publications since the technology was invented decades ago
To inform new policy and educational practice, we need to know what informs individuals’ moral decision making online, and in relation to issues ofcivility such as cyberbullying. Addressing this question, which has remained underresearched, is the purpose of the research reported in this article. This question is important for promoting what is commonly called digital citizenship education – the teaching of how to use digital technologies responsibly to participate in society (Ribble, 2007) – and for understanding how moral theory should underpin this form of education
In this article we have presented data that shows what moral decisions 13–16 yearolds in England make when presented with an issue of incivility on social media (RQ1), and the extent to which their decisions align with deontological, utilitarian or virtue ethical theory (RQ2)
Summary
The question of whether the Internet contributes to or diminishes human flourishing – our ability as human beings to live well and thrive both individually and collectively (Jubilee Centre, 2017) – has been central to many academic and other publications since the technology was invented decades ago. To inform new policy and educational practice, we need to know what informs individuals’ moral decision making online, and in relation to issues of (in)civility such as cyberbullying. Addressing this question, which has remained underresearched, is the purpose of the research reported in this article. This question is important for promoting what is commonly called digital citizenship education – the teaching of how to use digital technologies responsibly to participate in society (Ribble, 2007) – and for understanding how moral theory should underpin this form of education
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