This study puts forward a comprehensive digital citizenship scale based on carefully calibrated, overarching, inclusive components of digital citizenship that can be used to measure abilities, ...perceptions, and levels of participation of young adults in Internet based community. The Digital Citizenship Scale (DCS) had a 26-item five-factor model that was extracted using an Exploratory Factor Analysis (EFA), and then cross-validated through a Confirmatory Factor Analysis (CFA). The DCS had respectable good reliability and construct validity, supported by a concept analysis of digital citizenship, the expert panel review, EFA, and CFA. In addition, the DCS was shown to have a convergent relationship with Internet self-efficacy and a divergent relationship with Internet anxiety. As a theoretically rigorous and well developed digital citizenship scale, this study will help understand individuals' perceptions of their abilities and trajectories as active and/or critical members of online communities as part of their everyday lives on local, national, and global levels.
•We developed a valid and reliable digital citizenship scale.•Exploratory factor analysis extracted a 26-item five-factor model.•Confirmatory factor analysis cross-validated the model.•Digital citizenship was associated with Internet self-efficacy & Internet anxiety.
Digital citizens need comprehensive knowledge and technological accessibility to the internet and digital world and teachers have a responsibility to lead them to become digital citizens. However, ...existing Digital Citizenship Scales contain too broad ranges and do not precisely focus on the target students, so teachers do not have clear criteria for facilitating young people to have digital citizenship, which leads to problems in the direction and goals of digital citizenship education. This study aims to clearly identify the Digital Citizenship Scale for adolescents perceived by teachers who are responsible for their students' digital citizenship education and to present the needs and direction of school-based education to satisfy the identified Digital Citizenship Scales. A five-factor Digital Citizenship Scale called S.A.F.E model, meaning leading character of Self-identity in digital environment, Activity in online(Reasonable Activity and Social/cultural engagement), Fluency for the Digital tools, and Ethics for digital environment, was derived through Exploratory Factor Analysis (EFA) and further cross-validated through Confirmatory Factor Analysis (CFA) with 200 pre-service teachers and in-service teachers. The S.A.F.E model, derived by teachers, shows high reliability and construct validity to be used as a digital citizenship scale for students through concept analysis, EFA, and CFA verification. Based on the theoretically rigorously derived SAFE model, the educational requirements and direction to become active and critical citizens in the online community were discussed.
The development of digital competence brings significant advances demonstrated in the formation of competent citizens for the digital world. Several key dimensions facilitate the evolution of digital ...competence, while the challenge is the design of powerful educational experiences. A quantitative study was designed through a quasi-experimental research design applying a longitudinal pre-test and post-test evaluation. Keywords: digital competence; dimensions; digital literacy; primary education; secondary education. 1.
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.
There is an increasing interest in improving youth digital citizenship through education. However, the term ‘digital citizenship’ currently covers a broad range of goals. To improve education, the ...current article argues for a narrower focus on (1) respectful behavior online and (2) online civic engagement. Using this definition, a digital citizenship scale was developed and assessed with a sample of 979 youth, aged 11–17 years, and confirmatory factor analyses (CFAs) supported measurement of both constructs: online respect (7 items, Cronbach’s α = .92) and online civic engagement (4 items, Cronbach’s α = .70). Online respect scores decreased with youth age, and scores on both subscales were higher among girls than boys. Both online respect and civic engagement were negatively related to online harassment perpetration and positively related to helpful bystander behaviors, after controlling for other variables. Implications of the study findings for developing and evaluating digital citizenship educational programs are discussed.
The impact of the COVID-19 pandemic has led to the temporary interruption of educational activities in the classroom. Digitalization of the classrooms emerged as a need following that process. The ...objective of this study is to compare the digital citizenship levels of teacher candidates studying in the last year at the departments of classroom teaching and primary school classroom teachers and to reveal their needs. A total of 38 primary school classroom teachers and 27 classroom teacher candidates in the last year of teaching programs in North Cyprus participated in the research. This descriptive study was designed as a case study, which is a qualitative research approach. The data of the study were gathered within the frame of a grounded theory coding process and were analyzed through descriptive analysis, content analysis and the constant comparison technique. The digital citizenship levels of the classroom teachers and teacher candidates were analyzed according to the sub-dimensions of digital citizenship. As a result of the research, it was found that the digital citizenship sub-dimension scores of the classroom teachers were higher than the teacher candidates and that the teacher candidates needed digital citizenship education.
A corollary to the exponential growth of digital technology is the increase in research interest in the construct of digital citizenship (DC) in diverse disciplinary areas. Although the term DC is ...used widely in research, scholars do not commit to a common definition. This integrative review investigates the conceptualizations and measurements of DC, across disciplines, in the extant literature. A systematic search of 11 databases identified a total of 350 unique items that contain “digital citizenship” in the title or keywords published by December 2018, with the majority published after 2010. Of these, 114 were peer-reviewed journal articles published in a wide range of discipline-specific venues, more than half of which were education-related. In-depth analyses show that each of the dominant conceptualizations of DC has been adopted by different disciplines, albeit with different popularities in adoption. Findings also revealed widely shared stakeholder concerns and research foci in DC research across the disciplines. However, there is a stark lack of empirical research on the young children, and an absence of commonly deployed research instruments in DC-related research. The present integrative review implicates the need for interdisciplinary collaboration for significant advances in DC research to address issues in policy and practice.
•Exponential increase in digital citizenship (DC) literature over past two decades.•Half of peer-reviewed papers in digital citizenship published in education journals.•Core constructs of digital competence and online participation lack advancement.•Lack authoritative research instruments for measurement of digital citizenship.•Strong multidisciplinary interest, scarce interdisciplinary DC research.
This article discusses the level of digital citizenship development in Kosovo as the newest country as well as representing the youngest population in Europe. The development of this article is based ...on a quantitative study as well as qualitative analysis of generated statistical results and the role of the public institution in awareness, promotion, and management of the digital citizenry. In terms of quantitative analysis, a survey was conducted with a group of the population at university level aged 18–24 with 778 respondents. The questionnaire was based on 9 main traits of digital citizenship designed by Ribble and Bailey 2007. In terms of qualitative analysis, the article focuses on the main legal infrastructure and strategic documents of Kosovo to determine its standing on this new concept and a needs analysis followed by specific recommendations on how to deal with it.
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