The COVID-19 pandemic increase the use of distance learning while studies have shown that there is insufficient digital knowledge among students in distance leaning as they do not adequately use technology as a digital citizenship indicator, while the awareness and knowledge of digital citizenship among teachers and students remains a key criterion for improving distance learning that mainly depends on information technology. Therefore, this study comes up to examine the awareness and knowledge of students and faculty of digital citizenship in distance environment by focusing on two different higher academic institutions, namely the Al-Quds Open University (QOU) in the Palestinian territories and the University of Kyrenia (KU) in the Turkish Republic of Northern Cyprus in 2020, using interview, descriptive analysis, and Z-test Technique. The results revealed that students and faculty in both institutions were aware of the digital citizenship concepts, but lacked the in-depth knowledge and understanding of concepts such as digital rights, digital security, and digital ethics. Furthermore, the awareness and knowledge of digital citizenship among KU students are higher than QOU students. Faculty in both institutions agreed with the importance of integrating digital citizenship practices such as digital rights, digital security, and digital ethics into elearning curriculum.

The aim of this research was to define secondary education directors and teachers awareness of preventing "cyber-bullying". The participants are directors and teachers at Near East College in the second half of the 2016-2017 academic year. A qualitative research method was used in this study. An open-ended questionnaire was administered to obtain the participants' views. The data obtained showed that the directors and teachers were aware of "cyber-bullying" and the students faced "cyberbullying" from time to time. It was also found that the development in technology created the necessity of "cyber-bullying" awareness among directors and teachers.

The aim of this study is to determine cyber bullying, cyber victimization, cyber sensitivity, and virtual loneliness of students and their relationships. The study was designed with descriptive and relational model within the framework of quantitative research method. The sample of the study consists of 208 university students. In order to collect data, 4 different scales were used and correlations between descriptive statistics of the scales and the scale scores were employed. Accordingly, especially when the students' scores on the sensitivity scale related to cyber bullying increase, the scores they receive from the e-bullying scale and virtual sharing dimension of the virtual media loneliness scale decrease, which is remarkable.

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