Please use this identifier to cite or link to this item: https://scholarhub.balamand.edu.lb/handle/uob/7517
Title: Digital citizenship and digital citizenship education : perceptions of Lebanese middle school teachers in Mount Lebanon
Authors: Sleem, Faten
Advisors: Nicolas, Samira
Keywords: Digital Citizenship, Digital Citizenship Education, Teacher Perceptions, Professional Development
Subjects: University of Balamand--Dissertations
Dissertations, Academic
Issue Date: 2024
Publisher: [Kalhat, Lebanon] : [University of Balamand], 2024
Abstract: 
This study investigates the perceptions of digital citizenship (DC) and digital citizenship
education (DCE) among Lebanese middle school teachers, examining the impact of DCE
training workshops and identifying expectations for future support. Data were collected through
questionnaires and semi-structured interviews, revealing that teachers' overall perceptions of DC
encompass a mix of awareness and uncertainty. Specifically, while teachers demonstrated high
awareness of digital ethics, skills, and trade, they exhibited lower awareness and confidence in
areas such as digital communication, rights, responsibilities, participation, security, and critical
thinking. This uncertainty stemmed from varied levels of understanding of the concept of DC, its
importance, and the challenges of implementing it effectively in educational settings.
Findings indicate no significant variation in perceptions of DC elements by age, except that
younger teacher (Millennials and Gen Z) exhibited higher perceptions of digital skills compared
to older generations. Educational attainment influenced perceptions of digital communication
and skills, with higher-educated teachers showing more positive views. Teaching experience did
not significantly impact perceptions, except for digital skills, where teachers with over 30 years
of experience had lower perceptions.
DCE training workshops did not significantly affect teachers' perceptions of DC. However,
teachers expressed a strong need for continuous professional development, more instructional
time, access to pre-made lesson plans, reliable technology, and collaboration with parents. They
also highlighted the necessity of specialized technology teachers for effective DCE
implementation.
The study underscores the importance of tailored training programs and comprehensive
integration of DCE within educational policies to equip teachers with the necessary skills.
Addressing these needs can enhance DCE implementation in Lebanese schools, fostering a
generation capable of navigating the digital world responsibly and ethically.
Description: 
Includes bibliographical references (p. 88-104)
URI: https://scholarhub.balamand.edu.lb/handle/uob/7517
Rights: This object is protected by copyright, and is made available here for research and educational purposes. Permission to reuse, publish, or reproduce the object beyond the personal and educational use exceptions must be obtained from the copyright holder
Ezproxy URL: Link to full text
Type: Thesis
Appears in Collections:UOB Theses and Projects

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