نوع المستند : المقالة الأصلية
المؤلفون
1 كلية التربية النوعية جامعة دمياط
2 كلية التربية النوعية -جامعة دمياط
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلفون [English]
The present study aims to investigate and promote the practices of digital citizenship among general secondary school students in Damietta Governorate from the perspective of their teachers. A descriptive research design was adopted, utilizing a questionnaire as the primary data collection instrument. The questionnaire was administered to a randomly selected sample of (492) general secondary school teachers within the governorate.
The findings revealed that, from the teachers’ perspectives, students’ overall level of digital citizenship was moderate. Among the various dimensions, digital access received the highest rating-albeit still at a moderate level-followed by digital engagement, and digital rights and responsibilities. In contrast, the dimensions of digital learning and digital health and well-being were perceived as notably underdeveloped. These gaps may be attributed to several challenges associated with digital citizenship, including societal, administrative, and educational obstacles, as well as those related to both teachers and students.
Furthermore, the analysis indicated statistically significant differences in participants’ responses based on gender, age, teaching role, years of teaching experience, and experience with digital technologies. No statistically significant differences were observed in relation to academic qualifications. Based on these results, the study concludes with a proposed framework designed to enhance digital citizenship practices among general secondary school students in Damietta Governorate.
الكلمات الرئيسية [English]
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