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Perspectives of Secondary School Teachers on the Relevance of Critical Digital Citizenship in Fostering Online Responsibility and Critical Thinking

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Title: Perspectives of Secondary School Teachers on the Relevance of Critical Digital Citizenship in Fostering Online Responsibility and Critical Thinking
Language: English
Authors: Anthony Dass, Pramod Kumar
Source: Journal of Educators Online. 2026 23(1).
Availability: Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Secondary School Teachers, Teacher Attitudes, Digital Literacy, Citizenship, Responsibility, Educational Technology, Knowledge Level, Technology Integration
ISSN: 1547-500X
Abstract: The responsible use of technology and cyber ethics requires promoting digital citizenship education. However, digital citizenship does not include issues related to equality, justice, or accessibility in digital and internet-based education. Critical digital citizenship practices address some of these issues. The aim of this research study is to explore secondary school teachers' perspectives on the relevance of critical digital citizenship in promoting online responsibility and critical perspectives. Semistructured interviews were conducted with 12 secondary school teachers from two different schools. Thematic analysis was used to interpret their views and opinions, and four main themes were identified. All participants agreed that critical digital citizenship is important for teaching and learning in promoting critical online perspectives. Many teachers felt that there are knowledge gaps in this area, so intervention programs are needed for teachers and learners.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499031
Database: ERIC
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  Data: Perspectives of Secondary School Teachers on the Relevance of Critical Digital Citizenship in Fostering Online Responsibility and Critical Thinking
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  Data: <searchLink fieldCode="AR" term="%22Anthony+Dass%22">Anthony Dass</searchLink><br /><searchLink fieldCode="AR" term="%22Pramod+Kumar%22">Pramod Kumar</searchLink>
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  Data: Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com
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  Data: <searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Citizenship%22">Citizenship</searchLink><br /><searchLink fieldCode="DE" term="%22Responsibility%22">Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink>
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  Data: The responsible use of technology and cyber ethics requires promoting digital citizenship education. However, digital citizenship does not include issues related to equality, justice, or accessibility in digital and internet-based education. Critical digital citizenship practices address some of these issues. The aim of this research study is to explore secondary school teachers' perspectives on the relevance of critical digital citizenship in promoting online responsibility and critical perspectives. Semistructured interviews were conducted with 12 secondary school teachers from two different schools. Thematic analysis was used to interpret their views and opinions, and four main themes were identified. All participants agreed that critical digital citizenship is important for teaching and learning in promoting critical online perspectives. Many teachers felt that there are knowledge gaps in this area, so intervention programs are needed for teachers and learners.
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      – Text: English
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    Subjects:
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Digital Literacy
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