Digital citizenship and digital citizenship education : perceptions of Lebanese middle school teachers in Mount Lebanon

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.