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Digital Citizenship is essential in today's world, and schools must cultivate these skills in students to help them become active and critical citizens. This idea inspired the ICT Competence Centres at the Higher School of Education of the Polytechnic Institute of Setúbal and the University of Aveiro to develop a project for secondary students. The project, "The Internet as we see it," aimed to help students understand their own and their peers' perceptions of the Internet. Based on these perceptions, students were encouraged to address the risks they identified within their school communities. The paper outlines the project's goals, implementation, and findings, highlighting the importance of activities that raise students' awareness of Internet-related risks. [ABSTRACT FROM AUTHOR]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Social Affairs is the property of Journal of Social Affairs and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Curriculum & Teaching Methodology / Maǧallaẗ al-Manāhiǧ wa-Turūq al-Tadrīs is the property of Arab Journal of Sciences & Research Publishing (AJSRP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Civic intelligence (CI) represents the collective capacity of communities to address challenges, yet its integration with smart city infrastructure remains limited. This study bridges CI theory with technical implementation through a novel framework combining blockchain and AI technologies. Our approach maps core CI components (knowledge capital, system capital, and relational capital) to specific technical solutions: a civic engagement index for measuring participation quality, a tokenization framework for incentivizing meaningful engagement, and a governance optimization function for resource allocation. Using mixed-methods research, we developed and validated the conceptual CI governance (CIG) framework, which satisfies CI principles through smart contracts and AI-assisted interfaces. The empirical evaluation demonstrates both social and technical improvements: 40% increased civic participation rates, 85% governance efficiency maintenance, and significant gains in engagement quality metrics (knowledge sharing +32%, collective decision making +28%). While technical implementation shows promise, success requires the careful integration of social dynamics, digital literacy initiatives, and regulatory compliance. This research contributes to smart city development by providing a theoretically grounded, feasible framework that introduces the fusion of blockchain and AI technologies to enhance civic participation while preserving governance effectiveness. [ABSTRACT FROM AUTHOR]

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 posttest 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 hearingimpaired 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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The pervasive presence of the internet in educational environments presents a multiplicity of challenges, particularly in fostering students' responsible and ethical digital citizenship. While existing research investigates digital citizenship, few studies have examined internet skills and computer self-efficacy as mediating factors between students' internet attitudes and their digital citizenship levels. This study proposes a novel conceptual model, the DC-REP model, rooted in the Respect, Educate, and Protect (REP) framework. The model assesses students' digital citizenship, focusing on their internet attitudes, mediated by both computer self-efficacy and internet skills. Employing a diverse sample of 581 students from secondary schools across Central Java, Indonesia, and utilizing Partial Least Square Structural Equation Modeling (PLS-SEM) with a reflective embedded two-stage approach, the study reveals the robustness and favorable fit of the DC-REP model, exhibiting moderate predictive power. Notably, the intricate relationships between students' internet attitudes, digital citizenship levels, and the mediating influences of computer self-efficacy and internet skills are elucidated. The findings highlight that positive internet attitudes and skills significantly contribute to students' digital citizenship, emphasizing the critical need to strengthen their capacity to safeguard personal data in the face of burgeoning internet use. This underscores the imperative for educational institutions to prioritize awareness and training initiatives that cultivate responsible digital citizenship and address potential vulnerabilities among students. The DC-REP model helps educational policymakers underscore the imperative for educational institutions to prioritize awareness and training initiatives that cultivate responsible digital citizenship, along with internet skills and computer efficacy education, to address potential vulnerabilities among students. [ABSTRACT FROM AUTHOR]

• Digitalization has transformed the way that cultural heritage is managed, providing opportunities to incorporate youth discourse in heritage management. • Cultivating youth digital citizenship, with the emphasis on critical awareness of the interdependence between an individual's identity and digital environment, is crucial to promote youth digital engagement. • An assessment framework with validated indicators has been developed, providing operational guidelines for different phases of youth digital engagement, including envisioning, monitoring, and evaluating. Digitalization offers opportunities for youth to engage in a wide range of digital-mediated civic activities, thereby fostering their digital citizenship. While embracing the potential of digital technologies, it is crucial to have a realistic understanding of the practical, ethical, and cultural considerations for implementing youth discourse in cultural heritage management and empowering youth initiatives in decision-making. Little research has focused on assessing youth digital participation in cultural heritage management for its impacts on fostering inclusivity, enhancing the levels of youth engagement, gauging the potential of digitalization, and facilitating youth initiatives. This paper fills the gap by developing an assessment framework for youth digital participation, comprising four criteria and thirty-five indicators. These indicators were validated through expert consultation and multivariate analysis and categorized into four groups based on their levels of priority. The framework provides detailed guidelines for applying these indicators across different phases of participation—envisioning, monitoring, and evaluating. Additionally, four recommendations derived from the framework provide suggestions on critical aspects of youth digital participation and guidelines to foster the impact of youth engagement in future participatory practices in cultural heritage management. [ABSTRACT FROM AUTHOR]

The article is devoted at identifying the main problems of human rights protection in cyberspace and developing modern and effective ways to improve legal regulation, increase the level of protection of users on the Internet and strengthen public confidence in the digital environment. The author analyzes and proposes ways to prevent cybercrime, one of the most serious problems of modern cyberspace, especially in the context of constant cyberattacks. Particular attention is paid to the analysis of current threats and problems related to human rights violations in cyberspace in the context of constant cyberattacks, which have significantly intensified after the full-scale invasion of russia. First of all, the authors analyzed the main national and international legal acts regulating the protection of human rights in cyberspace. It is found that the existing legal framework governing Ukraine is somewhat irrelevant in the current environment, as it does not fully cover new threats arising from the development of information technologies. Motivated proposals were made to amend the current national legislation of Ukraine to improve the mechanisms for protecting human rights in cyberspace. The authors also raised the issue of personal data protection, in particular, analyzed the concept of the «right to be forgotten», which is particularly relevant in the context of the rapid dissemination of information on the Internet. The problems of protecting children's rights in cyberspace, including such phenomena as cyberbullying, grooming and excessive exposure to violent content, are separately considered. The article emphasizes the importance of introducing special protection measures for children, in particular, by strengthening control over access to dangerous web resources, as well as intensifying efforts to raise awareness of parents and educators about threats in the digital space. The authors also analyzed measures of legal liability for cyberbullying in the United States and Canada. In addition, the article regulates in detail and substantiates the feasibility of developing a Strategy for Information Security of Children in Cyberspace and a Strategy for Digital Citizenship. The authors emphasize the need to introduce the institution of property liability for cyberbullying in Ukraine. The article concludes that a comprehensive approach to improving the legal regulation of cyberspace is needed. [ABSTRACT FROM AUTHOR]

Using an online survey, this study examined the connections between political efficacy, online social capital, and digital citizenship in South Korea. In this study, we examined the specific path by which political efficacy affects the subfactors of digital citizenship (digital literacy, digital participation, critical perspective, and digital ethics) via the mediating effect of online social capital in a sample of young South Korean adults. We analyzed data from 412 South Korean young adults in their 20s (Mage = 23.17, ranging from 20 to 29 years). We hypothesized that political efficacy is positively linked to both online social capital and digital citizenship. After adjusting for gender and age, the results showed that the indirect effect of political efficacy on digital citizenship through online social capital was significant in our sample. Political efficacy directly affected all subfactors of digital citizenship except digital literacy. The study findings highlight a potential link between political efficacy and citizenship on digital platforms and provide empirical evidence to support the development of effective education programs focusing on digital citizenship. [ABSTRACT FROM AUTHOR]

Internet use that does not pay attention to digital ethics can lead to an increase in negative online behaviors such as cyberbullying among students. Cyberbullying behavior as a negative online behavior has a very serious impact not only on individual psychology but also learning outcomes so that it requires strategies and programs that can be used to prevent and reduce these impacts. Digital Citizenship is a concept of positive behavior when using the internet that contains ethics, responsibility, and utilizing the internet appropriately. In addition to digital citizenship behavior, learning outcomes also play a role in reducing negative online cyberbullying behavior. This study aims to examine the role of digital citizenship behavior on negative online cyberbullying behavior with learning outcomes as a mediator. In this study using a quantitative approach, surveys were distributed to 353 participants consisting of grade 1 to 3 junior high school students aged 11 to 16 years with male and female gender at two public junior high schools in Bali. The results showed that there was a role of digital citizenship toward cyberbullying, but learning outcomes did not mediate the relationship between digital citizenship and cyberbullying.

How digital identity and digital transformation will be able to affect societies has been a matter of wonder, particularly in the last decades. This study aims to reveal the importance of the digital transformation of societies, the use of digital identity, and digital citizenship degrees in Turkey. The study was carried out on adult individuals over 18 years old living in Istanbul, Ankara, and Izmir, the most significant three cities in terms of population and level of development in Turkey. As a result, this study shows that respondents' viewpoints differ in age, education levels, and lived cities in the sub-dimensions of the Digital Identity Scale.

The purpose of the work is to study the definition and content of the terms “digital personality”, “digital image of a person”, “digital profile”, “digital citizenship”, their interrelation, as well as legal problems related to these categories. The relevance of the topic is confirmed by the active discussion of regulatory legal acts in the areas of building a system of digital profiles, digital citizenship in different countries of the world. The method of research is the analysis of Russian and foreign literature and practice, identification of their fundamental provisions, study of interrelations with more “classical” legal categories, including classical human rights and personal data. The conclusion is drawn about the fundamental position of the category of “digital personality” for the study of the phenomenon of the modern digital person. It is primarily related to human rights in the modern digital world. Such a category directly affects other concepts under study, including information (data) about individuals, as well as the overall policy in the sphere of citizens' participation in state governance. In order to study the phenomenon of the digital person, it is necessary, first of all, to study the category of the digital person from the point of view of their rights in the digital world, i.e., from the point of view of human rights.

The artile examines the phenomenon of digital citizenship in legal science. Interest in digital citizenship is driven by the rapid development of digital society and technology, radical transformations of individuals’s identity and legal culture in this era, ambiguity between universal and national understanding of digitalization, interdisciplinary disagreement in scientific views on this phenomenon, and its varying sectoral legal interpretations. The purpose of the study is to identify the legal issues of digital citizenship as a direct subject of study for legal science. Methods applied include formal-legal, socio-legal, concrete sociological, comparative legal, statistical, modeling, forecasting, and cultural studies. Three of the most relevant legal issues of digital citizenship are examined as a legal construct, a comprehensive legal institution, and a distinct phenomenon of modern legal culture. The legal construct of digital citizenship allows for the generalization of typical elements of diverse phenomena and situations united by the attribute “digital” in a citizen’s life. Elements of the digital citizenship construct are proposed as follows: digital education, digital literacy competence, digital identity, digital thinking and digital behavior. A comprehensive legal institution of digital citizenship will ensure the unity of scientific, legislative and applied approaches in precise and effective legal regulation of all areas of public life where digital technologies are integrated. The comprehensive legal institution of digital citizenship may include institutions of e-democracy and e-voting, e-business, e-government, e-justice, and others. Digital citizenship as a phenomenon of legal culture can be measured using quantitative and qualitative methods, reflecting the level of a citizen’s digital maturity through established legal knowledge, skills, values, reflection, and practical experience in the digital environment.

Abstract This research aims to describe citizen participation in submitting complaints via Complain Online, a strategy to fulfill citizens' rights in digital citizenship, and the obstacles faced in fulfilling these rights. The method used is qualitative with a descriptive approach, collecting data through interviews, observation and documentation. The validity of the data was tested by triangulation and analysis using an interactive analysis model. The results of this research show that community participation through Complain Online increasing in quantity, but there is still a lack of responsibility in the use of digital media. The government needs to invest in efforts to improve the community's ability to express opinions as well as resources to develop ways to strengthen its realization digital citizenship. This can be done by developing a strategy to fulfill the right to opinion, including providing it website, socialization, electronic forms and platform development. In order for this strategy to be effective, the public must be given adequate understanding and provision regarding their responsibilities in utilizing these facilities. Also, efforts need to be made to overcome internal obstacles including rapid turnover of ASN and lack of technological skills and external obstacles including budget limitations and the cessation of socialization. -------------------------------- Abstrak Penelitian ini bertujuan mendeskripsikan partisipasi warga dalam menyampaikan aduan melalui Sambat Online, strategi pemenuhan hak warga dalam digital citizenship, dan hambatan yang dihadapi dalam pemenuhan hak tersebut. Metode yang digunakan adalah kualitatif dengan pendekatan deskriptif, mengumpulkan data melalui wawancara, observasi, dan dokumentasi. Validitas data diuji dengan triangulasi dan analisis menggunakan model analisis interaktif. Hasil penelitian ini menunjukkan bahwa partisipasi masyarakat melalui Sambat Online meningkat secara kuantitas, namun masih ada kurangnya tanggung jawab dalam penggunaan media digital. Pemerintah perlu berinvestasi dalam upaya meningkatkan kemampuan masyarakat dalam berpendapat serta sumber daya untuk mengembangkan cara-cara untuk memperkuat terwujudnya digital citizenship. Hal ini, dapat dilakukan dengan menyusun strategi pemenuhan hak berpendapat mencakup penyediaan website, sosialisasi, formulir elektronik dan pengembangan platform, Agar strategi ini dapat berjalan efektif, masyarakat harus diberikan pemahaman dan pembekalan yang memadai terkait tanggung jawab mereka dalam memanfaatkan fasilitas tersebut. Serta, perlu adanya upaya mengatasi hambatan internal termasuk pergantian ASN yang cepat dan kurangnya keterampilan teknologi dan hambatan eksternal meliputi keterbatasan anggaran dan terhentinya sosialisasi.

As educational processes are adapted to the online environment due to COVID-19 pandemic, digital citizenship and online information searching strategies came into prominence. In this context, the aim of this study is the examination of digital citizenship awareness, online information searching strategies and differentiation of the level of information literacy depending on changing state of experience in using digital technologies before and during COVID-19 pandemic. Also, it is aimed to examine the presence of relations between variables of the research. The study was conducted with the participation of 255 university students. Analyses were performed using multivariate analysis of variance (MANOVA) and partial least squares structural equation modelling (PLS-SEM). According to the results of the study, during COVID-19 pandemic, there was an increase in digital citizenship awareness of students who spend more time in social media and the ones who improved digital technology usage skills developed online information searching strategies. According to the model analysed, online information searching strategies and information literacy have an effect on digital citizenship while online information searching strategies have an effect on information literacy. The results of the study showed that the students with higher level of information literacy and online information searching strategies may help them develop digital citizenship awareness. [ABSTRACT FROM AUTHOR]

Drawing from critical disability studies and cultural studies, this article unpacks cultural understandings of digital abilities. We analyse policy documents on digital education as cultural texts which communicate cultural values. Methodologically, we understand policy ideas as deriving from the larger culture. Our analysis first explores how abilities are connected to economic growth, as well as what kind of history of ideas frames this presumption. Second, it explores the assumption of constantly changing technologies and the workers who must adapt themselves to such a situation. Third, the article interrogates citizenship as a cultural idea within the current policy ideas about digital skills. Our account offers new perspectives on the analysis of biocapitalism and provides a specific analysis of how able-mindedness is foregrounded in digital education. It argues that digitalisation, as a policy matter, intensifies discourses emphasising the development of abilities and that this social tendency is neither value neutral nor necessary. [ABSTRACT FROM AUTHOR]

Copyright of Investigación Bibliotecológica is the property of UNAM, Centro Universitario de Investigaciones Bibliotecologicas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

While the shift to technology-mediated learning in higher education has been widely documented, less is known about the interplay between digital citizenship practices within institutions, particularly in Mindanao. One of the means to address this gap is by investigating the relationship between these two factors within higher education institutions in General Santos City. While some argue that technological infrastructure and pedagogical innovation are sufficient for effective online and blended learning, this study posits that a strong foundation of digital citizenship is essential for maximizing the benefits of these modalities. Specifically, the research examined four key elements of digital citizenship: digital identity, digital netiquette, digital footprint, and digital privacy, alongside the implementation of learning modalities across curriculum development, supervision of instruction, faculty development, and research and extension services. Data were collected through a structural survey questionnaire. Findings revealed a high level of digital citizenship practices and a very satisfactory implementation of learning modalities. The data indicate that students and teachers alike are well-versed in digital ethics, demonstrating awareness of online safety protocols and responsible internet behaviors. This strong foundation in digital citizenship can be leveraged to develop further the critical thinking and information literacy skills required for navigating the digital landscape of the 21st century. Furthermore, a significant positive relationship was observed between these two factors across all domains. This suggests that strong digital citizenship within HEIs contributes to a more effective adaptation to a technology-driven educational environment. [ABSTRACT FROM AUTHOR]

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study examined the degree to which digital citizenship has been incorporated into the Social Studies curriculum and evaluated the role of deliberative processes in this integration. The research process involved collaboration with teachers, students, curriculum specialists, and school administrators, all actively participating in curriculum deliberation. A design research approach was used with the primary focus on developing a framework for integrating digital citizenship into the curriculum. The study's findings underscored the value of integrating digital citizenship as it equips students for the digital era and fosters comprehensive development. It is recommended that digital citizenship be included in the Social Studies curriculum. Future studies should assess the effectiveness of this integration across various subject areas and educational settings. [ABSTRACT FROM AUTHOR]

Society is facing significant societal challenges that require a transdisciplinary approach. The arts are increasingly recognised as essential in addressing these complex issues. But what exactly can they contribute? In this article, Veerle Spronck explores the project ON the LINE: The Art of Digital Citizenship as a case study. She unravels the various artistic strategies that were employed in this transdisciplinary project, in which HKU and Utrecht City Library collaboratively conducted research on digitisation. [ABSTRACT FROM AUTHOR]

The proliferation of mobile technology, particularly cell phones, in educational settings has sparked substantial debate in recent years. Academic studies have extensively examined the challenges associated with student cell phone use during class time, highlighting issues such as decreased learning, achievement, and participation. Despite the negative impacts, students express a strong desire to retain the right to use their devices, underscoring the need for policies that consider student perspectives. Research suggests that involving students in the establishment of cell phone policies can lead to increased compliance and engagement. Educators play a crucial role in navigating the role of cell phones in education by fostering open communication, collaboration and empowering students to make responsible technology decisions. Strategies such as the 3Cs - construct, collaborate, and create - serve as effective means to engage students in meaningful learning activities while mitigating distractions. Additionally, research reveals that cell phones also have productive uses for conducting research, communicating, and accessing information. By embracing technology as a tool for learning and hearing students' perspectives, educators can create inclusive and supportive learning environments that maximize the benefits of cell phones while addressing individual student needs and concerns. [ABSTRACT FROM AUTHOR]

Digital Safety refers to the knowledge and skills needed for the intentional protection of users in the digital environment. With children having access to digital devices at a young age, it has become essential for them to be educated on how to be safe in the digital world. Through a week-long summer camp on digital safety, elementary-age learners were introduced to four topics (digital identity and digital footprint, cyberbullying, netiquette, and digital security and privacy). This study found that the digital safety immersion camp was beneficial to elementary school learners based on the achievement, attitude, and behavior data that were collected. Posttest scores were statistically significant from the pre-test. Cyberbullying topic had the highest pre- and post-knowledge, whereas netiquette and online behavior, and digital security and privacy had comparatively lesser scores. Students demonstrated positive attitudes in the post-camp survey and they also included several lessons learned from the camp in the Pixton comic strip, which they created as the final project from the camp. The findings from this study contribute to the current literature on preparing elementary school students' knowledge and skills related to digital safety and have implications for students, teachers, administrators, and parents. [ABSTRACT FROM AUTHOR]

As teachers are purveyors of digital citizenship and their perspectives influence classroom practice, it is important to understand teachers' views on digital citizenship. This study establishes the Teachers' Perceptions of Digital Citizenship Scale (T‐PODS) as a survey instrument for scholars to investigate educators' views on digital citizenship for their students. Drawing upon existing research, a theorized model of digital citizenship was developed and validated via a confirmatory factor analysis (CFA), resulting in a 14‐item four‐factor model. Factor constructs include digital ethics, participation and engagement, informed citizens and civic know‐how. As teachers' views can shift over time, particularly with the emergence of new technologies, scholars can utilize T‐PODS as they investigate educators' perceptions of digital citizenship across time and context.Practitioner notesWhat is already known about this topicDigital citizenship is crucial for modern society and involves becoming a well‐informed and responsible participant in digital spaces.A few instruments exist for measuring digital citizenship, which have focused on the behaviours and perceptions of young people, including children and university students.Teachers play an important role in helping children develop their digital citizenship skills.What this paper addsThis study presents a new validated model that conceptualizes four key constructs of digital citizenship: digital ethics, participation and engagement, informed citizen and civic know‐how.It also demonstrates the relationship between these constructs and their connections to the literature.This article also establishes the Teachers' Perceptions of Digital Citizenship Scale (T‐PODS), a 14‐item survey instrument that measures teachers' perceptions of these four constructs.Implications for practice and/or policyResearchers and educators can use T‐PODS to understand teachers' perceptions of digital citizenship across time, locations and contexts.Drawing upon the four key constructs, teachers can identify and address constructs, skills and processes that are most applicable to their students and educational goals.Policymakers and curriculum developers can utilize these four constructs to develop both targeted and well‐rounded digital citizenship educational experiences. [ABSTRACT FROM AUTHOR]

AbstractThis study explored K-12 core content area teachers’ experiences teaching digital citizenship. It specifically examined how teachers define digital citizenship and integrate it into their core content area. A basic qualitative approach was used including interviews with a follow-up questionnaire to gather data. The data was analyzed using a six-step, hybrid approach of inductive and deductive coding and theme development. The S3 Guiding Principles for digital citizenship were use to summarize how core content area teachers define digital citizenship. Teachers’ experiences integrating digital citizenship into their core content curriculum revealed three major themes: Responsibility, Student Behavior, and Non-Cognitive Competencies. [ABSTRACT FROM AUTHOR]

Introduction: This study investigates the digital citizenship behavior (DCB) and behavioral intention (BI) of faculty members at the Public Authority for Applied Education and Training (PAAET) colleges in Kuwait. The research aims to evaluate the effectiveness of technology in teaching and provide a case study of higher educational institutions in Kuwait. The study's theoretical framework focuses on four key factors: performance expectancy (PE), effort expectancy (EE), social influence (SI), and facilitating conditions (FC), examining their impact on faculty readiness (RED) through the mediation of both BI and DCB. A total of 28 hypotheses were tested, exploring direct and indirect relationships among these variables. Methods: A survey was conducted among 122 faculty members from PAAET colleges in Kuwait. The questionnaire measured the participants' perceptions of PE, EE, SI, and FC, along with their BI and DCB. The study employed statistical methods to analyze the data and test the 28 hypotheses, aiming to identify significant paths of relationships that contribute to faculty readiness for technology use in education. Results: The findings confirmed eight significant paths of relationships, highlighting the importance of inputs such as effort and social influence and their impact on performance as an output in determining faculty readiness. However, the study raised empirical doubts about the remaining 20 hypotheses, providing new evidence that challenges the currently established relationships between technology acceptance and digital citizenship. Discussion: The study offers valuable insights into the factors influencing the effective use of technology in higher education institutions in Kuwait. It suggests that while some pathways, such as effort and social influence, significantly contribute to faculty readiness, other expected relationships may not hold as previously thought. This new evidence calls for a reevaluation of the existing models of technology acceptance and digital citizenship. The results have important implications for policy and practice, offering guidance on enhancing technology use among faculty members in educational settings. The study contributes to the broader discussion on digital transformation in education, providing a comprehensive understanding of the key factors that affect faculty readiness for adopting new technologies. [ABSTRACT FROM AUTHOR]

The integration of digital technology into the teaching and learning process has both good and negative consequences. Several schools have incorporated digital citizenship to teach the responsible use of technology. The purpose of this scoping review is to provide an overview of research on tools for measuring digital citizenship competency among school children. This scoping study focuses on three main areas: (a) defining digital citizenship and competency; (b) instrument development and characteristics; and (c) key findings. The main outcomes of this research may help students, teachers, and school administrators implement digital citizenship education programs in schools. [ABSTRACT FROM AUTHOR]

AbstractIn the ever-evolving digital landscape, higher education (HE) students find themselves at the crossroads of two critical aspects: their digital competencies and their digital citizenship. Given the ubiquitous integration of digital technologies in educational settings, it is essential to investigate the relationship between students’ digital competencies and their ability to engage as responsible digital citizens. This study examined the nexus between digital competencies and citizenship among HE students. This study involved 247 students from a Ghanaian HE institution. Digital competency and citizenship scales were used as data collection instruments. The findings revealed that problem-solving, communication and collaboration, and digital content creation competencies had a significant positive influence on HE students’ digital citizenship. Conversely, safety competence has no significant influence on digital citizenship. Interestingly, data and information literacy competence have a negative effect on digital citizenship. The implications of these findings provide valuable insights for educational institutions, policymakers, and educators to foster digital competencies and promote responsible digital citizenship among HE students.

The integration of metaverse technologies in the Indian education system presents transformative opportunities for enhancing the learning experience through personalized and immersive instruction. This study explores the potential of the metaverse to foster student engagement and improve educational outcomes, aligning with the broader goal of using innovative technology to meet diverse learner needs. However, realizing this potential requires addressing critical challenges. The lack of adequate teacher training and infrastructure remains a significant barrier, highlighting the need for professional development programs that equip educators with both technical and pedagogical skills. Ethical concerns related to data privacy and student well-being also demand attention, particularly regarding the collection of sensitive data and the impact of prolonged virtual immersion on mental health. Additionally, equitable access to metaverse technologies is a pressing issue, as the digital divide threatens to widen educational disparities. To ensure the successful adoption of the metaverse in Indian education, comprehensive policy reforms, ethical safeguards, and initiatives aimed at bridging access gaps are essential. This study calls for future research on the long-term effects of metaverse integration on student outcomes and best practices for addressing these challenges, promoting a more inclusive and ethical digital learning environment.

The current research aims to identify the dimensions of digital citizenship and the role of socialization institutions in supporting it. The research relied on the social survey method through the sample, and also relied on the use of the comparative method, and relied on the questionnaire form as a tool for collecting data. The research sample consisted of 513 individuals, including 175 students from the College of Science and 338 students from the College of Arts. The results of the research confirmed that the socialization institutions that work on young people to acquire the dimensions of digital citizenship, which are represented by digital availability, indicate that the majority of male and female students in the sample have digital access at home with their family. The results of the research showed that the majority of male and female students in the Colleges of Arts and Sciences believe that media and social communication are among the most important institutions of socialization that helped young people acquire the dimensions of digital citizenship, which are represented in digital commerce. The results of the research showed that the majority of the sample members of the Colleges of Arts and Sciences affirm that the most important dimension of digital citizenship is digital communication. [ABSTRACT FROM AUTHOR]

The increase in homelessness has sparked growing concerns about enhancing their care. Any initiative should be built upon participatory diagnosis, in collaboration with existing networks experienced in addressing homelessness, and grounded in their actual needs as reported by homeless individuals and the technical staff working with them. Following this approach, the "cordobasinhogar" project aims to transform access to information about resources for homeless individuals into a digital environment, with a special focus on female homelessness. Arising from Participatory Action Research, the project was developed after exploring how homeless individuals in Córdoba, Spain, value and utilize available resources, and their access to digital citizenship. Cordobasinhogar.es provides a website with geolocated information about the needs of people experiencing homelessness. In collaboration with the City Council of Córdoba, structured interviews were conducted with 215 adults (23.3% women). The data challenges the most common stereotype associated with homeless individuals, suggesting that they lack access to Information and Communication Technologies (ICT), and reveals the use of the most commonly employed social resources, with variations based on gender and ETHOS typology. The use of mobile devices and internet access is common for activities such as listening to music, using WhatsApp, checking YouTube, social media, news, job searches, and topics related to housing, social resources, and health, among others. This study emphasizes the importance of involving the community in improving care for homeless individuals and demonstrates how digital technology can contribute to staying "connected," providing easily accessible information about available resources. [ABSTRACT FROM AUTHOR]

The current research aims to uncover the relationship between digital citizenship and community participation (volunteer work as a model) among a sample of university students. The researcher used the descriptive, comparative, correlational approach. It was applied to the research sample (217) males and females from the University of Tabuk. The researcher used a questionnaire, dimensions of citizenship. Digital, and dimensions of volunteer work. The results were that the research sample was interested in using the Internet and following up on public issues through it, and the areas of social care, legitimacy, and awareness were the most available to them. The research reached a vision about the degree to which the sample adopted the various dimensions of digital citizenship, and the perception of the dimensions of volunteer work. The results of the research revealed: There is a significant positive correlation between the dimensions of digital citizenship and the dimensions of volunteer work. No statistically significant differences appeared between the research sample according to the gender variable and the various study variables. The differences were statistically significant on the dimensions of digital citizenship and the dimensions of volunteer work according to the academic specialization variable in the direction of computer specialization compared to management and Islamic studies specializations. The results showed that the differences were statistically significant in the direction of the management major compared to the Islamic studies major, and the research ended with a set of recommendations and proposals to activate and strengthen the relationship between digital citizenship and volunteer work. [ABSTRACT FROM AUTHOR]

This paper analyzed the existing literature on digital citizenship definitions and curricula to identify the essential elements of digital citizenship that must be addressed in a digital citizenship curriculum. A modified tripartite approach was adopted for this comprehensive literature review that involved three steps woven throughout the review process: description, synthesis, and critique. Four most commonly used digital citizenship definitions, two widely implemented digital citizenship standards, and four digital citizenship curricula were included in the review. Through open coding and axial coding, the review identified six categories and 18 elements for the definition of digital citizenship. The synthesis review of the existing digital citizenship curricula found that all curricula covered some essential elements, with the Common Sense Media curriculum addressing most of them. Further research is needed to refine the list of elements necessary for today's students to become empowered digital citizens who can act safely, ethically, legally, and responsibly. [ABSTRACT FROM AUTHOR]

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The rise of social media has completely transformed how people participate in politics by giving them a forum for engagement and acting as a generational trigger. With an emphasis on the function of social media, this research attempts to investigate the dynamics of youth engagement in politics. The paper seeks to learn more about the potential problems social media generates in promoting inclusive and meaningful political participation among young people by looking into how it affects young citizen engagement. In order to provide a thorough analysis of the subject, the research design used a quantitative questionnaire to examine the dynamics of youth involvement in politics and the influence of social media on the engagement of young citizens. [ABSTRACT FROM AUTHOR]

Copyright of Espacios en Blanco. Revista de Educacion is the property of Espacios en Blanco Serie Indagaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Social Sciences (IJSS) / Uluslararasi Sosyal Bilimler Dergisi is the property of International Journal of Social Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This exploratory study examined paediatric practitioners' challenges and considerations when they support caregivers and children with autism regarding children's screen use. Current research often focuses on the problematic use of screen time among children with autism. No clear strategies or recommendations for clinicians to support the beneficial use of screens exist yet in the field. Participants in the study were 15 experienced paediatric practitioners invited to participate in semistructured interviews that were analysed using summative content analysis. Practitioners expressed the urgent need for accessible and valuable educational resources to guide digital citizenship and screen time use for their clients with autism. This exploratory study provides an initial roadmap for the educational needs of paediatric practitioners supporting positive screen use and digital citizenship of autistic children. [ABSTRACT FROM AUTHOR]