Digital Citizenship Competencies in Pre-School Settings: The Views of Early Childhood Teachers

Abstract

The study aimed to examine early childhood teachers' perspectives on digital citizenship competencies in Jordan. It also identifies the influence of some variables on their perspectives of digital citizenship competencies. The study surveyed 91 early childhood teachers, gathering information about their views of the level of digital captainship competencies in Jordanian preschool settings. Later, semi-structured interviews were conducted with 10 teachers. The results showed that the overall level of teachers' digital citizenship competencies was moderate. However, teachers had a high level in one digital citizenship dimension “Resection Dimension”. Moreover, the results indicated that teachers’ age influenced the levels of digital citizenship competencies as older teachers reported a high level of digital citizenship competencies compared to their younger counterparts. The study's conclusion included the proposal of various suggestions and recommendations relevant to the field.