Digital Citizenship Education Research Articles

Enhancing digital citizenship education in Saudi Arabian elementary schools: designing effective activities for curriculum integration

In an era where digital technologies significantly influence children’s lives globally, promoting responsible digital citizenship is crucial to equip them with the skills to navigate the digital world safely and responsibly. This study examines the integration and current state of Digital Citizenship Education (DCE) in Saudi Arabian elementary schools, assessing its alignment with international standards and identifying local challenges faced by educators, and pedagogical strategies used. Employing a mixed-methods approach, quantitative data was collected through surveys from 398 teachers and qualitative insight gained from semi-structured interviews with 15 teachers. Quantitative analysis employed descriptive statistics and multivariate analysis of variance (MANOVA) to explore demographic influences on DCE practices. The findings reveal a strong emphasis on Digital Emotional Intelligence and Digital Security, Privacy, and Health and Wellness; however, significant gaps exist in Digital Participation and Agency, and Digital Footprint and Identity. These gaps are attributed to factors such as insufficient teacher training, lack of effective structured guidelines, and insufficient resources. Significant interaction effects between teachers’ demographics and DCE perceptions highlight the need for targeted professional development. The study concludes with actionable recommendations for enhancing curriculum integration, teacher training, and policy development to promote digital citizenship among elementary school students aligned with global standards.

Development of a digital citizenship education program for young children

Development of a digital citizenship education program for young children

GIÁO DỤC KỸ NĂNG CÔNG DÂN SỐ THEO CHƯƠNG TRÌNH GIÁO DỤC PHỔ THÔNG 2018 CẤP TIỂU HỌC

With the development of digital technology, children around the world as well as in Vietnam have access to the Internet and digital devices from a very early age. This early exposure provides an initial advantage that aids in the successful implementation of digital transformation, but it also poses potential risks. How can we ensure that children are safe and creative in the online environment while also enhancing their qualifications and skills, thereby contributing to the development of the nation’s human resources? In this report, we present the context of digital transformation, along with the practical, legal, and scientific foundations for educating students in digital citizenship skills. Based on this context, we offer solutions and implementation strategies to effectively teach digital citizenship skills at the elementary level. Keywords: Digital citizenship education; primary education; digital competencies; digital competency framework; digital transformation.

Jesuit school teachers’ opinions on incorporating critical consciousness into digital citizenship education

The contemporary global landscape is undergoing swift transformations accelerated by information and digital technologies, which have given rise to a plethora of innovations that enhance human convenience, novel business models, and emerging new professional paths. However, if these technologies are used improperly, they can become dangerous to humanity. So digital citizenship is a kind of way forward to bring awareness among students and educators to use digital technologies appropriately and responsibly. But in classical digital citizenship issues, such as justice, equity, and accessibility, are not addressed. This study explores Jesuit secondary school teachers’ opinions on incorporating critical consciousness into digital citizenship and how that affects students’ attitudes towards building an equitable digital society. The researcher highlights the need to integrate critical consciousness into digital citizenship education through qualitative research study.

Empowering Hearing-Impaired Learners for Digital Citizenship: A Thai MOOC-Based Design Thinking Approach

In today's technology-driven world, digital citizenship is vital in fostering responsible technology use and essential skills for learning, problem-solving, and community participation. However, a significant focus emerges within digital citizenship—empowering individuals with disabilities. This research addresses this crucial area by spearheading the creation of a specialized Thai Massive Open Online Course (MOOC) meticulously designed for hearing-impaired learners. The core objective is to equip these individuals with indispensable digital citizenship skills for seamless integration and active engagement in digital environments. The study progresses through three key phases. Phase 1 involves crafting the MOOC course to meet the needs of hearing-impaired individuals. Phase 2 develops a course on the Thai MOOC platform, using the MOOC-based Design Thinking Model and universal design learning principles. Phase 3 assesses 20 hearing-impaired learners in the "Utilizing Online Media as Digital Citizenship Course." The research reveals two significant outcomes, highlighting the course's impact. First, an evaluation of digital media quality and learning activities was conducted by five experts with 15 to 30 years of experience in the field, the result was an impressive performance rating of 4.56 on a 5-point Likert scale, indicating the course's high suitability for hearing-impaired learners. Such findings validate the precise alignment of the course with its intended objectives. Second, the outcomes of learning achievement tests on the Thai MOOC platform involving 20 high school hearing-impaired learners revealed that 15 learners scored above 70 (passing), representing 75%. The average post-test score was higher than the pre-test, with an average score of 72.05 points. These results demonstrate the course's effectiveness in improving learning outcomes and meeting predetermined criteria, while also indicating that adopting the MOOC-based Design Thinking model has led to the creation of high-quality media that delivers tangible results for hearing-impaired individuals. This research contributes to the eLearning field by addressing the specific needs of hearing-impaired individuals in digital citizenship education through tailored online learning courses designed to bridge existing gaps.

Digital Citizenship Education: Perceptions on the concept, self-reported competences and practices of Georgian school society

Digital Citizenship Education: Perceptions on the concept, self-reported competences and practices of Georgian school society

The role of age, grade level, and subject area in determining the inclusion of digital citizenship elements in elementary school curricula: Perspectives of teachers in the Kingdom of Saudi Arabia

This study examined teachers' inclusion of digital citizenship elements in elementary school curricula. Employing a quantitative research design, the study utilized a survey questionnaire as the primary data collection instrument. A quantitative approach was employed in this study because it could efficiently measure the extent and variance of digital citizenship inclusion across diverse teacher demographics, enabling statistically significant comparisons and actionable insights for curriculum development. The sample consisted of 300 elementary school teachers at an educational institution in the Kingdom of Saudi Arabia. The questionnaire assessed the degree to which participants incorporated digital citizenship elements, including respect for self and others, self-education and communication with others, and protecting oneself and others, in curricula. The data were analyzed using descriptive statistics and one-way ANOVA tests. The findings revealed significant differences in teachers’ inclusion of digital citizenship elements based on age, grade level of instruction, and taught subject matter. The study highlights the importance of tailoring digital citizenship education to meet the diverse needs of teachers. These findings contribute to the development of targeted professional development programs and curriculum frameworks that foster responsible and ethical digital participation. The study also holds pedagogical significance by emphasizing the need to account for variations in digital citizenship inclusion across teacher demographics.

Digital skills and digital citizenship education: An analysis based on structural equation modeling

The main objective of this study is to examine the correlation between digital skills and their correlation with digital citizenship among students enrolled at a university in Peru. The research was carried out using a sample of 906 participants, encompassing individuals of various genders, with ages spanning from 17 to 54 years. The methodology of choice aligns with a non-experimental, cross-sectional, descriptive-explanatory design. The findings of this study indicate that the development of participation skills, whether in traditional face-to-face settings or in online digital platforms, significantly influences the formation of digital citizenship. The aforementioned observation holds considerable ramifications for the field of digital skills education, underscoring the imperative to prioritize and actively advocate for the development of participation skills in the context of the digital age. The importance of digital skills in our contemporary society is widely acknowledged. However, the connection between digital skills and digital citizenship is intricate and complex.

A Qualitative Study on Digital Citizenship Education in Primary Schools

In recent years, the number of studies related to digital citizenship has increased amidst the intense use of digital media. The literature, rich in theoretical and empirical examples related to this topic, provides a clear picture of contemporary society. There is little empirical research on digital citizenship education in the early school years. Thus, through this investigation, we aimed to collect qualitative data on the development of specific digital competencies and digital citizenship in primary school students. Therefore, the authors considered it appropriate to use the observation method in its participatory version. Over a year, a group of 29 pupils, aged between 6 and 7, formed the sample to identify how they would develop digital competencies and digital citizenship in the context of formal and non-formal learning experiences. To collect the necessary information, we used the observation protocol, conducted in the form of open-ended questions described by Gay, Mills & Airasian (2006). The results of the study showed that parental educational attainment, family structure, time spent online, and the type of device have an important impact on the development of digital competencies and digital citizenship in young learners.

Digital citizenship education – training opportunities for foreign language teachers

ABSTRACT According to the Council of Europe, educators lack awareness on the topic of digital citizenship education and its importance to educate youngsters to move critically in a highly digitalized world. It is a core component of Digital Citizenship Education (DCE) to promote democratic competences, including critical reflection, the development of social and intercultural competences, critical thinking and media literacy. Bearing this in mind, a Teacher Training Package (TTP) was developed, aiming to promote professional development and qualification of pre- and in-service Foreign Language teachers as well as teacher trainers, as far as DCE is concerned, namely, pedagogical methodologies, practices and resources. Our study focuses on the Free Online Training Course for Self-guided Professional Development (part of the TTP), which directly approaches teachers’ professional knowledge. The analysis of the Teaching Units designed by the teachers and of their final course reflections suggest the relevance of the training course for the teachers’ professional development. Those who took part in the course highlighted the pertinence of the topic and underlined the relevance of having had contact with theoretical information and resources, which allowed them not only to reflect on their current practices but also to consider ways of introducing DCE in their lessons.

Exploring Needs and Impacts of Digital Citizenship Education for Borderline Intellectual Disorder

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.

Educating for a Just World: Empowering K-12 Students as Global Democratic Digital Citizens

Given the incredible growth in online activity since the global pandemic, there is a need for an updated approach to digital citizenship education that positions students as critical designers and producers who use their learning to inform, to support, and to offer opportunities for change in their communities. In this paper, we examine some of the recent conceptualizations of digital citizenship, human rights education, and global citizenship to identify their intersections and move toward the development of a Global Democratic Digital Citizenship framework for K-12 education. We argue that current frameworks target distinct skills and competencies that enable individualistic performance of global and digital citizenship actions but neglect the development of democratic characteristics and the ways in which these are mediated by digital technologies. Students must understand how to engage respectfully with others, make their voice heard, become interculturally intelligent, and act responsibly and democratically online. Citizenship entails participation in representative democracy; therefore, citizenship education must empower youth to actively engage in local and global democratic processes through both physical and digital channels.

Konsep dan implementasi digital citizenship education di Sekolah Menengah Atas Negeri 4 Kota Malang

This research aims to explain the concept and implementation of Digital Citizenship Education in Malang City State High Schools. Qualitative methods with a descriptive approach were used in this research. The research location is at SMAN 4 Malang City. The data collection technique is conducting interviews with students, teachers of Pancasila and Citizenship education subjects, and principals at State High School 4 Malang City with research instruments using interview guidelines. The data analysis techniques used were interview, observation and documentation techniques followed by data processing and analysis with the stages of data reduction, verification and data display. The data validity tests carried out are the credibility test, transferability test, dependability test, and confirmability test. The results of this research were found to be (1) Concept of Digital Citizenship Education 2) Implementation of Digital Citizenship Education. The conclusion of this research is that the concept and implementation of Digital Citizenship Education in Malang City State High Schools is by teaching and training students in using technology effectively, namely Digital rights and responsibilities in regulations and culture/activities at school through learning activities and Digital access through providing facilities. to support digital-based learning implemented in schools.

Democracy and planetary politics: Achille Mbembe and futures of digital citizenship education for life

ABSTRACT Building on critical, performative, and emancipatory visions for digital citizenship education, this paper analyzes social media within systems of global capitalism in a time of climate crisis, which not only introduce opaquely complex agencies but shape relations on a planetary scale. To reconceptualize digital citizenship education in a computational age, with consideration for just relations and the future health of the planet, this paper draws on the work of African philosopher Achille Mbembe, who articulates how plasticity among human and non-human agencies is being used within capitalist systems to take power over the living – a power that is shaped by colonial hierarchies. In place of individualism, Mbembe’s philosophy emphasizes the need for collective action to repair harms and work across differences towards protection and sharing of what we have in-common. Connecting his thinking to digital citizenship, there is potential for education to support decolonial disenclosure of social media’s capitalist capture and engage in deep historical learning towards the replacement of exclusionary, necropolitical forces with care and communing in support of life. This paper offers possibilities and provocations for digital citizenship education, inviting readers to respond in their own contexts in ways that consider our planetary relations.

A systematic review and meta-analysis of factors and outcomes of digital citizenship among adolescents

ABSTRACT This study systematically reviewed 46 studies on adolescent digital citizenship searched by November 2022 and synthesized that (a) the predictors of adolescents’ levels of digital citizenship include demographic (e.g., gender and computer use experience), individual (e.g., social networking use and Internet skills) and psychological (e.g., Internet self-efficacy and Internet attitudes) factors, and (b) digital citizenship (including digital citizenship levels and education) influences students’ online behaviour and learning such as English writing performance and subject knowledge acquisition. A subsequent meta-analysis of the effect of each predictor on adolescent digital citizenship showed that Internet self-efficacy was the strongest predictor of digital citizenship levels, followed by computer self-efficacy, social media experience and Internet skills, while the effect of digital citizenship education revealed a small to moderate effect on reducing negative online behaviour. Implications for future research on digital citizenship and educational programmes for digital citizenship are discussed.

Digital Citizenship Education in Higher Education: A Study in Indian Perspective

In recent years, higher education in India has undergone significant changes and advancements, particularly with the integration of technology and innovation into the learning process. With the increasing use of digital tools and platforms, individuals must understand the responsibilities and ethics associated with the use of technology. This is where digital citizenship education comes into play. In the context of higher education, digital citizenship education can play a crucial role in preparing students to become responsible and informed digital citizens. The purpose of this study is to examine the technological innovation in higher education in India, with a special emphasis on digital citizenship education, and to analyse the factors that influence its integration. The study aims to provide insights into the challenges and opportunities related to the implementation of digital citizenship education in Indian universities and to make recommendations for its effective integration into the higher education curriculum.

Innovative Approaches in Citizenship Education Research: Conceptual Perspectives and Ethical Cautions

This article is devoted to the analysis of innovative approaches in citizenship education research taking into account conceptual perspectives and ethical cautions. The conceptual, axiological, and ethical basis of such innovative frameworks as digital citizenship education and artificial intelligence application for the development of responsible citizenship is elaborated. These innovations revolutionized the theory and practice of citizenship education, causing the use of new approaches and pedagogical methods as well as change in learning environments simultaneously adding new modalities and domains into objectives of citizenship education.

Digital citizenship education in the Aotearoa New Zealand curriculum: Developing speculative DCE

Digital citizenship education (DCE) is a concept that looks to develop learners as competent, critical, and active participants in digitally connected societies. The New Zealand Curriculum (NZC) conveys a vision of DCE across subject disciplines, yet digital citizenship is scarcely defined in teaching content or learning objectives. This article reviews existing conceptions of DCE and their position in curricula, before using a postdigital lens to develop a novel conception, speculative DCE. This conception is rooted in the need to examine knowledge, issues, and speculative visions of the future through and beyond different subject disciplines. NZC and accompanying documents are assessed for their applicability to accommodate different conceptions of DCE. Analysis suggests that the emphasis on a future-focused approach, combined with curriculum integration, has scope for unpacking sociotechnical relations, developing transdisciplinarity, and enacting speculative DCE.

Updating Digital Citizenship Education for a Postdigital Society

Updating Digital Citizenship Education for a Postdigital Society

Linking digital, visual, and civic literacy in an era of mis/disinformation: Canadian teachers reflect on using the Questioning Images tool

ABSTRACTThe spread of mis- and dis-information during elections creates an opportunity and an imperative to cultivate and develop critical civic literacy with young people. Leading up to the 2019 Canadian federal election, researchers worked with Canadian non-governmental organisation (NGO) CIVIX to translate research on visual media literacy into an innovative and timely teaching resource: Questioning Images. This paper explores what teachers’ responses to using this particular resource can highlight about the links between visual literacy, digital literacy, and civic literacy, to support critical digital citizenship education. After setting up the background to the study, we present key themes from focus groups with teachers who used the resource and then consider implications. Overall, we found the tool supported teachers in deepening their understanding of, and approach to, digital literacy and highlighting the importance of visual literacy, and it supported political education and civic literacy during and beyond the 2019 election. We argue, however, that further resourcing is needed to support a comprehensive approach to visual culture where digital, visual, and civic literacies are mutually constitutive and where visual analysis goes beyond verification to offer ways of understanding visual disinformation in terms of its broader civic implications.