Availability of ISTE Digital Citizenship Standards Among Middle and High School Students and Its Relation to Internet Self-Efficacy

Abstract

The purpose of this study was to gauge the level of availability of ISTE Digital Citizenship standards among middle and high school students in Riyadh, Saudi Arabia. The research employed a quantitative survey approach to measuring the availability of elements of digital citizenship. The survey was administered to a sample of 394 students from several middle and high schools. The survey items were built based on the four domains of digital citizenship by ISTE (Digital identity, Ethical behavior, Intellectual property, and Digital privacy and security). Findings revealed that students showing a high level of availability of digital citizenship in the first and second domains, as well as showing a high level of Internet self-efficacy. Based on the findings, it was recommended to put more emphasis on promoting digital citizenship among middle and high school students, especially raising awareness about intellectual property rights, cybersecurity, online bullying, digital identity, and good interaction with others over the Internet.

ISTE Standards Implementation in Higher Education: An Exploratory Study of Prince Sattam bin Abdulaziz University, Saudi Arabia

“…This means that students are keen to pay attention to the digital citizen. This result is supported by Aldosari et al (2020) who showed that students had high levels of Internet self-efficacy and availability of digital citizenship in the first and second domains. Also, Almsiad (2020) in his study claimed that the students believed that they achieved the "digital citizen" standard the most.…”

“…There are other studies such as (Nair, 2021;Aldosari et al, 2020;Ayad & Ajrami, 2017) confirm the importance of adopting international technology standards (ISTE, 2016) for students. These standards impact the educational process and the student's technical skills positively.…”

“…Therefore, directing students to use technology correctly and positively is educationally important to counteract the accompanying adverse uses of technology, such as the spread of online cultures, pornography, violation of individual privacy, and other uses that may affect user identity on the Internet. This may lead to negative psychological effects on the family and society as well as political and security risks (Aldosari et al, 2020) Saudi Arabia has taken initiatives in preparing and developing young people for the next stage of competitiveness and technological revolution. This is confirmed by Saudi Arabia's Vision 2030 (Vision 2030 of Kingdom of Saudi Arabia) because one of its most important programs is the "Digital Transformation Program"(Govt of Saudi Arabia, 2022), which aims to build a digital society and create digital platforms to enrich effective interaction and community participation.…”

“…The results of the study have shown that the level of awareness about the ISTE standards was very low. Aldosari et. al, (2020) aims at determining the extent to which middle and high school students in Riyadh, Saudi Arabia, were familiar with the ISTE Digital Citizenship standards .…”

The 4th Wave Evolution of Digital Citizenship Concept? Proposing Digital Citizenship Concept for Malaysia Context

“…This concept of digital citizenship inspired other digital citizenship models, such as by Choi (2018), Common Sense Education (Common Sense Media, 2016), and Singapore cyber wellness secondary school curriculum (MOE Singapore, 2014). As the result, several new elements had been used in digital citizenship definition by several scholars,such as digital identity, online reputation or a digital footprint, and relationships (Martin et al, 2020;Phornprasert et al, 2020;Aldosari et al, 2020).…”