Establishing a Comprehensive Digital Citizenship Evaluation Framework for Social Studies Education (CDE-FSSE): A Systematic Review

Authors

  • Caroline Alordiah Faculty of Education, University of Delta, Agbor, Delta State, Nigeria
  • Juliet Ossai Faculty of Education, University of Delta, Agbor, Delta State, Nigeria

Keywords:

Digital Citizenship, Social Studies Education, Evaluation Framework, Digital Literacy, Systematic Literature Review

Abstract

The study developed a Comprehensive Digital Citizenship Evaluation Framework for Social Studies Education through a thorough literature review that defined digital citizenship, highlighted its significance, and addressed current assessment limitations. Forty-six research articles from academic journals, books, and reports sourced from Google Scholar and the Directory of Open Access Journals were reviewed. Key dimensions of digital citizenship were identified and synthesized through thematic analysis, resulting in a framework that encompassed digital rights and responsibilities, digital literacy and fluency, digital etiquette and ethics, digital identity and reputation, digital privacy and data protection, cyberbullying and harassment, digital access and inclusion, digital cultural competence, and digital citizenship in online communities. Each dimension was operationalized by defining specific variables and indicators, guiding future research, curriculum development, and policy formulation. This framework aims to promote responsible digital behavior and empower individuals to navigate the digital world ethically within social studies education. Future research should focus on validating the evaluation framework, conducting long-term studies, evaluating intervention impacts, and exploring emerging aspects of digital citizenship.

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Published

2024-12-16

How to Cite

Alordiah, C., & Ossai, J. (2024). Establishing a Comprehensive Digital Citizenship Evaluation Framework for Social Studies Education (CDE-FSSE): A Systematic Review. Magister - Journal of Educational Research, 3(2), 68–99. Retrieved from http://errc.ctu.edu.ph/ojs/index.php/magister/article/view/62

Issue

Vol. 3 No. 2 (2024): July to December 2024

Section

Articles

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