Korean adolescents’ profiles of digital citizenship and its relations to internet ethics: implications for critical digital citizenship education

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Cambridge Journal of Education Pub Date : 2023-04-03 DOI:10.1080/0305764X.2023.2191929

Moonsun Choi, H. Park

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Abstract

ABSTRACT The study aims to identify adolescents’ profiles of digital citizenship based on the key elements of digital citizenship and to examine the relationship between the identified profiles and Internet ethics. Survey data were collected from 455 middle and high school students in South Korea and analysed with a latent profile analysis. Results revealed that there were three distinct digital citizenship profiles: communication-based; technically illiterate but politically active; and all-around digital citizens. Results of logistic regression analysis showed that gender, experience of digital citizenship education, frequency of posting on social media, Internet self-efficacy and Internet anxiety were significant factors predicting adolescents’ profiles of digital citizenship. The results also indicated that there were significant mean differences in Internet ethics across the profiles. This research will help to develop distinct strategies and differentiated digital citizenship education programmes. Educational implications including critical digital citizenship education are discussed.

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韩国青少年数字公民的概况及其与网络伦理的关系:对关键数字公民教育的启示

摘要本研究旨在根据数字公民的关键要素，确定青少年的数字公民档案，并考察所确定的档案与互联网伦理之间的关系。调查数据收集自韩国455名中学生和高中生，并采用潜在剖面分析法进行分析。结果显示，有三种不同的数字公民档案：基于沟通的；技术上文盲，但政治上活跃；以及全面的数字公民。logistic回归分析结果表明，性别、数字公民教育经历、社交媒体发帖频率、网络自我效能感和网络焦虑是预测青少年数字公民状况的重要因素。研究结果还表明，在不同的个人资料中，互联网伦理存在显著的平均差异。这项研究将有助于制定不同的战略和差异化的数字公民教育计划。讨论了包括关键数字公民教育在内的教育影响。

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来源期刊

Cambridge Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

4.30%

发文量

期刊介绍： Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.