Home⇛International Social Science Review⇛vol. 11 no. 1 (2025)

Digital Citizenship Behaviors in Tertiary Education: Perspectives of Faculty Members on Digital Security, Etiquette, and Rights and Responsibility

Angelo M. Solo | Chizanne S. Larena

Discipline: Education

 

Abstract:

Digital citizenship behavior refers to the overall behavior manifested in the digital world as well as the responsible use of technology applications for teaching and learning purposes. The present study explored the dimensions of employee environment and behavior of two hundred forty-four higher education faculty members. Purposiveconvenience and snowball sampling techniques were utilized with specific criteria set by the researchers. To summarize the data, percentage distribution, mean, and Kruskal-Wallis Test were used. Results show that respondents hold at least a master’s degree, mostly female teachers, and majority were affiliated in government-owned institutions in the Visayas provinces. It also revealed that laptops and smartphones were key drivers in this age of digitization in education. The wi-fi connection and mobile data were also found to be very useful connectivity options which most teachers used to aid in the teaching and learning process. Moreover, the overall extent of the digital citizenship behaviors in terms of digital etiquette and digital rights and responsibility were found to be very high while digital security was identified as relevant to a high extent which creates a significant impact in understanding innovations and its role in the education context. Significant differences were identified in digital security practices when compared with age, sex, educational attainment, and geographical location. Similarly, digital rights and responsibilities also demonstrated significant differences based on age, institutional affiliation and geographical location. Meanwhile, no significant differences exhibited for digital etiquette when grouped in terms of demographic variables, while the geographical location component varies. It can be implied that the digital citizenship behaviors affect how technology is integrated into teaching and learning environments, influencing from curriculum design, pedagogical practices to classroom management and policy developments. This understanding is pivotal for the cultivation of a positive digital culture that prioritizes well-being, security, and responsible digital practices.



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