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This study investigated the effectiveness of a professional development project on digital citizenship education (DCE) conducted by a team at the Education University of Hong Kong. The project aimed to promote digital citizenship education in local junior secondary schools in Hong Kong and support the professional development of in-service teachers.

This study was based on a departmental knowledge transfer and curriculum development project that provided professional development training workshops to in-service teachers from seven partner schools. This paper analyses some findings from the quantitative research questionnaires, lesson observations and qualitative interviews.

Eleven of the 12 participants reported that they were satisfied with the training workshops in the end. We also conducted paired sample t-tests of inferential data. The results show that after the workshops, the teachers tended to teach their students more about aspects of digital law, digital commerce and digital safety and security when teaching digital citizenship. This selection helps us to better understand the priorities of teachers in teaching digital citizenship.

This paper is the product of an original knowledge transfer and curriculum development project supported by the Education University of Hong Kong in the Hong Kong Special Administrative Region (Hong Kong SAR) of China. The topic of digital citizenship education has also been under developed since citizenship education has always been about conventional citizenship in the physical world.

To showcase the importance of digital citizenship in the current era. This article compares the nine features of digital citizen provided by Ribble and Bailey (2007) with a case study conducted in a multicultural setting and identifies the tensions between ethics, religion and cultural norms in that environment.

A case study approach has been used in this research. Why case study? Because it is unique and provides in-depth, unique and invaluable findings. Case studies researchers have contributed to the development of case study research from diverse disciplines. Historical examples of case studies go back as far as the nineteenth century with the biography of Charles Darwin (Stewart, 2014). The dominance of positivism in science in the late 1940 and 1950s in social science sidelined qualitative approaches such as case studies. Although case study research was often criticized for its inability to support generalizations, and thus, provided limited validity and value as a research design (Merriam, 2009; Stewart, 2014), case study research provides intensive analysis of an issue. A Case study is intrinsic, instrumental and collective (Stake, 1995, 2006). Case study research encourages the detailed enquiry of a unit of analysis within its context.

Findings show that current society needs to be educated on the nine aspects of digital citizenship. In the current era, changes are so rapid that every now and then, there must be collaboration and cooperation between different agencies to ensure that the tension between religiosity, cultural norms and ethics would be able to find some common ground. With more knowledge and wisdom on human rights, sustainability education and project-based learning in Civics Education, teachers, students, parents and community should often meet to decide on controversial issues and find ways to ensure that each one in society has the knowledge, skills and values for digital citizenship to grow and flourish.

The article is original in nature and has much social impact.

This chapter aims at contributing to the promotion of education for competent and responsible citizenship with regard to the European Dimension. It takes into consideration five points: (1) the expected profile of the active European citizen in a reliable European cooperation project; (2) the attitude of people in Europe to the European Union (EU) and to the other member countries, according to Eurobarometer and other surveys, keeping in mind the international scenario, and the internal cooperation among the EU states; (3) the situation of citizenship education, as reported by European and international studies as Eurydice (2017); (4) suitable innovative and technology-enhanced approaches to teaching and learning excellence, aiming at Education of Responsible Competent European Citizenship, including digital citizenship, focusing on knowledge, skills, attitudes, values of responsible citizenship in a democratic society, and developing thinking processes: information management, judgment and decision-making processes, working constantly under European point of view, strengthening contacts, and exchanges among EU member countries; and (5) non-formal and informal learning, influences from the family, the social environment and the mass media on the attitude of people in Europe to the European cooperation. Proposals are developed for improvement in the field of teaching/learning, teacher training, and communication, fostering interaction, engagement, and competent citizenship for the common future.

The purpose of this paper is to demonstrate how changes in K-12 educational delivery methods in the USA impacts students as 1:1 device programs become a required tool for learning. This change produces gaps in knowledge and understanding of the digital environment and exposes minors to risk. Mandatory technology integration by school districts places the ethical responsibility on school districts to prepare students to use the digital environment to mitigate risk.

The author’s literature review focused on the impact of personal device integration in education on students. The author surveyed teachers in the district on what they perceived as risk to students accessing the digital environment and what they believe creates value in digital citizenship instructional content. The author also gathered information while serving on the school district technology steering committee and digital citizenship working group.

Mandatory 1:1 device programs used for learning provide unlimited access to the digital environment. This technology integration creates digital knowledge gaps in understanding among students and exposes them to risk or dangers such as loss of privacy, psychological harms and engaging in or being a victim of illegal online activities. School districts are responsible for providing a remedy to close this gap and mitigate risk by developing learning content resources for teachers.

As 1:1 device programs continue to grow in school districts in the USA, it is essential for students to learn to apply protocols and understand norms of the digital world. Providing a digital citizenship curriculum in a format such as a Google Site will offer educators access to instructional content that teaches students to apply protocols, understand norms of the internet and social media and foster critical thinking to analyze power structures, biases and recognize manipulation online. Student must learn how to apply rules that challenge assumptions behind the digital content they see, and they must be able to identify and resolve digital practices and behaviors that are problematic, so they are prepared to participate in a digital society.

This perspective may be relevant to school districts contemplating personal device integration, providing insight into how 1:1 device use impacts students and develops an ethical position for creating digital citizenship resources for teachers.

Public schools in a democracy should educate young people to develop the knowledge and dispositions of citizenship in order to foster a more inclusive society and ensure the continuation of the democratic republic. Conceptualizations of citizenship must be clearly framed in order to support civic engagement, in particular, civic engagement for social justice. Rarely do educational technology scholars or educators interrogate the International Society for Technology in Education definition of digital citizenship. Educational technologists should connect notions of civic engagement and conceptions of digital citizenship. Instead, the field continues to engage in research, policy and practice which disconnects these ideas. This suggests that a gap exists between educational technologists’ conceptualizations of citizenship and the larger implications of citizenship within a democracy. The paper aims to discuss this issue.

This paper uses a between-study analysis of the literature to answer: How does the field of educational technology discuss and research digital citizenship? The data were coded using constant comparative analysis. The study adopted a theoretical framework grounded in Westheimer and Kahne’s (2004) What Kind of Citizen, and Krutka and Carpenter’s (2016) digital approach to citizenship.

The findings suggest that educational technologists’ uncritical usage of the term digital citizenship limits the authors’ field’s ability to contribute to a fundamental purpose of public schooling in a democracy – to develop citizens. Further, it hampers imagining opportunities to use educational technology to develop pedagogies of engaged citizenship for social justice.

Reframing the conception of digital citizenship as active civic engagement for social justice pushes scholarship, and its attendant implications for practice, in a proactive direction aimed at dismantling oppression.

This paper aims to investigate how the construct of digital citizenship is approached in the field of organizational studies.

A scoping review was conducted following the PRISMA-ScR recommendations. Six bibliographic databases were searched without time restrictions to identify primary studies that addressed the concept of digital citizenship and its biases in the field of organizational studies.

Twenty studies met the inclusion criteria. The results suggest that the field of organizational studies has not yet carried out an in-depth analysis of the topic. Research opportunities include understanding the meanings of digital citizenship from citizens' perspectives, examining differences between citizens' and government views on digital citizenship and exploring how organizational contexts impact digital citizenship practices.

The results provide a valuable effort to frame this topic in a field of knowledge that has an intrinsically interdisciplinary nature and evolves to understand increasingly complex organizational processes.

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.

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.

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.

The Indian version of the digital citizenship scale showed appreciable psychometric properties among Indian students.

This study examines whether online asynchronous discussion forums support student’s meaning-making about citizenship in a globalizing world. Citizenship is an increasingly contested identity for young people, yet they have few opportunities in traditional civic education to consider their own citizenship. Although online discussions are considered effective spaces for increasing dialogue and critical thinking between diverse students, there has been little research to understand how effective they are for helping students to construct new understandings of citizenship.

A content analysis approach was used to analyze and code 89 discussion board posts. The Interaction Analysis Model (IAM) coding scheme was used to describe and analyze the quality of knowledge construction that occurred across the posts focusing on different aspects of global citizenship.

The findings demonstrate that the discussion boards produced substantive talks about the meaning of citizenship that in some instances reached the level of new knowledge construction. The students considered different meanings for global citizenship and negotiated positions on key issues. However, the highest levels of knowledge construction were rarely reached.

A major implication is the need to organize and cue discussion boards to support knowledge construction in addition to fostering dialogue.

This study contributes to the role that technology can play in supporting students’ knowledge construction about global citizenship that go beyond the scripted meanings conveyed in civics classes.

The aim of the study is to evaluate the perceptions of participants on the sensitivity training in conducting online context.

The researchers focus on the knowledge and attitudes of digital citizens as well as their perceptions on sensitivity training taking into consideration the technological aspects. In this qualitative approach, the available data were collected from 25 students from both graduate and undergraduate levels from different fields via an open-ended questionnaire in order to get their perceptions about creating a sensitivity training in the online context. In the questionnaire, metaphors were also used.

The themes derived from these metaphors and additional themes formed by narratives about technology and sensitivity equality feeding digital citizens allow ways to be examined and emphasize the importance of sensitivity training in technology and communication areas.

Both direct and indirect thoughts of the participants are limitations of the study.

Preparing students adequately for sensitivity in the workplace is a constant teaching and learning challenges in higher education.

This study focuses on universal values in a digital society in order to shed a light on sensitivity training in preventing conflicts in the global world.

The study focuses on the capacity of fostering digital citizens in e-society based on universal values and sensitivity training.

This chapter argues that promising opportunities for digital education in the humanist tradition can be found in college co-curricular programs that connect critical thinking, creativity, digital technology, and global writing to public service and community citizenry. In this chapter, digital literacy co-curricular programs, which in simple terms merge digital technology and public writing, are titled “digital activism” because they give students opportunities to bring their academic learning to real-world experiences in ways that are meaningful to students and that benefit the college community. This chapter presents an ethnographic case study of one co-curricular digital activism program at a small private Midwestern university. Information was collected from description of interactions with the program’s team as well as from scholarly literature on digital technology, digital literacy, and technology’s impact on young adults. This information provided valuable background and context to the study. The case study highlights the stages of the program’s development and the outcomes of the program after its one-year pilot initiation. Case study findings show that co-curricular digital activism programs can positively impact students by offering them the freedom to develop rich collaborations, the responsibility to make conscious, ethical choices about how they share knowledge, and a platform to teach their peers, as well as other internal stakeholders, about issues that matter to them. This chapter supports the notion that co-curricular digital activism programs can empower students to use teaching and learning to shape their college communities into vibrant places of respect and mutuality.