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Purpose: Previous studies highlighted a shortage of scale to measure digital citizenship among Indians. Accordingly, this study examined the psychometric properties of Jones and Mitchell's (2016) digital citizenship scale in the Indian context with the help of two independent studies. Design/methodology/approach: In the first study, the factorial validity of the scale was determined using the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). In the second study, Cronbach's alpha (CA) and composite reliability (CR) values checked the internal consistency reliability of the scale. Also, convergent, discriminant and criterion validity were examined. Findings: EFA recommended a two-factor structure explaining 58.219% of the total variance. The item loadings varied from 0.540 to 0.793. The Indian version of the scale showed one variation. In the original digital citizenship scale, the seventh statement ("I like to present myself online as someone was making positive choices") was part of factor 1 (online respect); however, this study suggested that the seventh statement should be included in factor 2 (online civic engagement). In the second study, the acceptable (>0.70) values of CA and CR concluded the internal consistency reliability of the scale. The convergent validity was suggested by average variance explained values (>0.50). In addition, as expected, the Indian version of the digital citizenship scale reported a statistically significant positive correlation with Internet self-efficacy and a considerable negative relationship with cyberbullying. These findings concluded the criterion validity of the scale. Originality/value: The Indian version of the digital citizenship scale showed appreciable psychometric properties among Indian students. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This article examines how technopolitical response to covid-19 resulted in differentiated urban citizenship regimes in India's smart cities. Using Isin and Ruppert's framework, we argue that India's digital citizens enacted their subjectivities in response to acts of calling, closing and opening in the cyberspace. Acts of calling encouraged citizens to participate and engage with the state online, systematically excluding those who did not have access to digital infrastructures. Acts of closing were implemented through the technologies of the surveillance state diminishing rights of freedom and privacy. In response, digital citizens enacted their political subjectivities through acts of opening by means of online campaigns, petitions and citizen journalism. Although the risk of technocracy remains real, we argue that the interplay of calling, closing and opening digital acts enabled the enactment of digital citizenship in India by raising the old questions of social citizenship rights and new forms of data and digital rights. [ABSTRACT FROM AUTHOR]

Older adults are often portrayed as incompetent digital citizens, mostly stemming from the popular perception of older adults as "digital im-migrants." The purpose of this research study was to study how older adults can effectively engage in digital platforms. Following a qualitative approach, 30 older parents who have emigrated children (15 males and 15 females) from Kerala, India, were interviewed who were active users of Information and Communication Technologies (ICT). The findings show how the respondents embraced digital technologies stemming from perceived emotional benefits associated with intergenerational contact, without which they would not have ventured into the digital space. From seeking emotional goals initially, the respondents gradually started pur-suing intellectual goals in the digital world. The varying degrees of exper-tise of older adults in the digital space indicate that they cannot arbitrarily be categorised as digital immigrants. Instead, they are "digital citizens" who gradually better themselves in social networks, information literacy and social participation online. [ABSTRACT FROM AUTHOR]