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Digital Citizenship in Cambodian Upper Secondary Schools: A Curriculum Review Using the Digital Kids Asia-Pacific Framework for Education

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Title: Digital Citizenship in Cambodian Upper Secondary Schools: A Curriculum Review Using the Digital Kids Asia-Pacific Framework for Education
Language: English
Authors: Sreynet Un (ORCID 0009-0002-8570-2775)
Source: Journal of Educational Technology and Online Learning. 2025 8(2):206-225.
Availability: Journal of Educational Technology and Online Learning. Necatibey Faculty of Education, Balikesir University, Balikesir, 10100, Turkey. Web site: https://dergipark.org.tr/en/pub/jetol
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Secondary School Students, Curriculum Development, Educational Strategies, Outcomes of Education, Foreign Countries, Information Security, Safety, Computer Science Education, Ethics, Resilience (Psychology), Creativity, Interdisciplinary Approach, Digital Literacy, Cambodians, Information Literacy, Childrens Rights, Self Control, Empathy, Interpersonal Competence, Computer Mediated Communication, Behavior Standards
Geographic Terms: Cambodia
ISSN: 2618-6586
Abstract: Since its emergence, technology has progressed beyond knowledge. Therefore, competencies are needed to navigate it safely, responsibly, and ethically. A well-designed curriculum forms the core of school strategies to enhance students' competencies and learning outcomes. This study examines the integration of digital citizenship concepts in Cambodian upper secondary education and identifies areas for improvement through the lens of the Digital Kids Asia-Pacific (DKAP) framework. Using thematic analysis of curriculum documents, this study categorizes digital citizenship (DC) elements within the DKAP framework's core competencies, such as digital safety, ethical participation, and responsible use, in an indicator matrix. The findings reveal that although the Cambodian upper secondary education curriculum partially addresses digital citizenship competencies, considerable gaps remain in digital safety and resilience, digital emotional intelligence, and digital creativity and expression. The need for broader practical integration of DC across subjects calls for more attention to curriculum expansion and alignment with the DKAP framework. This study pinpoints the value of cross-disciplinary integration of DC to encourage the acquisition of a broad understanding of effective and ethical digital participation. Identifying well-rounded approaches, teacher training, and topics is critical to stimulate effective digital citizenship practices in the Cambodian context and others with similar characteristics.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1473940
Database: ERIC
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  Data: Digital Citizenship in Cambodian Upper Secondary Schools: A Curriculum Review Using the Digital Kids Asia-Pacific Framework for Education
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  Data: Journal of Educational Technology and Online Learning. Necatibey Faculty of Education, Balikesir University, Balikesir, 10100, Turkey. Web site: https://dergipark.org.tr/en/pub/jetol
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  Data: <searchLink fieldCode="DE" term="%22Cambodia%22">Cambodia</searchLink>
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  Data: 2618-6586
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  Data: Since its emergence, technology has progressed beyond knowledge. Therefore, competencies are needed to navigate it safely, responsibly, and ethically. A well-designed curriculum forms the core of school strategies to enhance students' competencies and learning outcomes. This study examines the integration of digital citizenship concepts in Cambodian upper secondary education and identifies areas for improvement through the lens of the Digital Kids Asia-Pacific (DKAP) framework. Using thematic analysis of curriculum documents, this study categorizes digital citizenship (DC) elements within the DKAP framework's core competencies, such as digital safety, ethical participation, and responsible use, in an indicator matrix. The findings reveal that although the Cambodian upper secondary education curriculum partially addresses digital citizenship competencies, considerable gaps remain in digital safety and resilience, digital emotional intelligence, and digital creativity and expression. The need for broader practical integration of DC across subjects calls for more attention to curriculum expansion and alignment with the DKAP framework. This study pinpoints the value of cross-disciplinary integration of DC to encourage the acquisition of a broad understanding of effective and ethical digital participation. Identifying well-rounded approaches, teacher training, and topics is critical to stimulate effective digital citizenship practices in the Cambodian context and others with similar characteristics.
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      – Text: English
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        PageCount: 20
        StartPage: 206
    Subjects:
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Educational Strategies
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Information Security
        Type: general
      – SubjectFull: Safety
        Type: general
      – SubjectFull: Computer Science Education
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      – SubjectFull: Ethics
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      – SubjectFull: Resilience (Psychology)
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      – SubjectFull: Creativity
        Type: general
      – SubjectFull: Interdisciplinary Approach
        Type: general
      – SubjectFull: Digital Literacy
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      – SubjectFull: Cambodians
        Type: general
      – SubjectFull: Information Literacy
        Type: general
      – SubjectFull: Childrens Rights
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      – SubjectFull: Self Control
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      – SubjectFull: Empathy
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      – SubjectFull: Computer Mediated Communication
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      – SubjectFull: Behavior Standards
        Type: general
      – SubjectFull: Cambodia
        Type: general
    Titles:
      – TitleFull: Digital Citizenship in Cambodian Upper Secondary Schools: A Curriculum Review Using the Digital Kids Asia-Pacific Framework for Education
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