Upper-Basic Schoolteachers’ Beliefs about Their Students’ Awareness of Digital Citizenship

Wajeeh Daher (), Amal Omar, Hadeel Swaity (), Bushra Allan, Sarah Dar Issa, Zahera Amer and Aseel Halabi
Additional contact information
Wajeeh Daher: Department of Educational Sciences, An-Najah National University, Nablus P.O. Box 7, Palestine
Amal Omar: Department of Educational Sciences, An-Najah National University, Nablus P.O. Box 7, Palestine
Hadeel Swaity: Department of Educational Sciences, An-Najah National University, Nablus P.O. Box 7, Palestine
Bushra Allan: Department of Educational Sciences, An-Najah National University, Nablus P.O. Box 7, Palestine
Sarah Dar Issa: Department of Educational Sciences, An-Najah National University, Nablus P.O. Box 7, Palestine
Zahera Amer: Department of Educational Sciences, An-Najah National University, Nablus P.O. Box 7, Palestine
Aseel Halabi: Department of Educational Sciences, An-Najah National University, Nablus P.O. Box 7, Palestine

Sustainability, 2022, vol. 14, issue 19, 1-11

Abstract: Students’ awareness of digital citizenship (DC) is a growing topic in educational technology. Teachers’ beliefs regarding this awareness are a primary factor to influence this awareness. The current research aimed to verify the level of upper-basic schoolteachers’ beliefs about their students’ awareness of DC. It also intended to verify whether this level is significantly different due to teachers’ gender, discipline, academic qualification, and experience. The present research followed random sampling and the sample for the present research consisted of 153 teachers. The teachers were upper-basic schoolteachers that teach Arabic language, mathematics, and technology. The data were collected using a DC questionnaire, while the analysis was done using statistical exams, specifically one-sample t -test, independent-sample t -test, and ANOVA. The research results indicated that the mean score of schoolteachers’ beliefs about their students’ awareness of Cyberbullying, Digital Privacy, and Digital Netiquette was significantly higher than the good DC beliefs score, while the mean score of schoolteachers’ beliefs about their students’ awareness of Digital Identity and Digital Footprint was significantly higher than the normal DC beliefs score. In addition, the results indicated no significant differences in teachers’ beliefs about the awareness of DC’s components due to gender, academic qualification, or years of experience. Moreover, there are no significant differences in teachers’ beliefs about students’ DC’s awareness due to the discipline, except for Digital Privacy.

Keywords: schoolteacher; digital citizenship; students; teachers’ beliefs (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
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