Students Digital Maturity and Its Implications for Sustainable Behavior

The COVID-19 pandemic has accelerated the transition to remote and hybrid teaching and learning, highlighting the importance of digital maturity among university staff and students. Digital maturity includes technological proficiency and skills necessary to navigate and use digital tools for personal learning and development, as well as responsible and ethical use of technology, digital citizenship, and critical thinking. Developing digital maturity among students is critical to promoting sustainable practices and success in a digitally connected world. This article examines the impact of students' digital maturity on online learning engagement and explores the relationship between digital maturity, acceptance of universities' digital transformation, online education satisfaction, student engagement, and sustainable behavior. The study randomly selected 358 students from three Polish universities who completed an online survey (CAWI). The results indicate that digital competences positively affect the students' acceptance of the digital transformation of the university. Personal innovation and motivation for formal digital learning also influence acceptance. Accepting the digital transformation has a positive impact on online learning satisfaction. Engagement in online learning has minimal impact on informal digital learning. The positive moderating effects of commitment to sustainable development on satisfaction and commitment to distance learning and informal digital learning were insignificant. The study suggests that universities need to promote digital maturity among all stakeholders, and students need to improve their digital competences to take full advantage of the educational offer of universities.

The dilemmas around digital citizenship in a post-Brexit and post-pandemic Northern Ireland: towards an algorithmic nation?

Northern Ireland (NI) has pervasively been a fragile and often disputed city-regional nation. Despite NI's slim majority in favour of remaining in the EU, de facto Brexit, post-pandemic challenges and the Northern Ireland Protocol (NIP) have revealed a dilemma: people of all political hues have started to question aspects of their own citizenship. Consequently, this article suggests an innovative approach called 'Algorithmic Nations' to better articulate its emerging/complex citizenship regimes for this divided and post-conflict society in which identity borders and devolution may be facilitated through blockchain technology. This article assesses implications of this dilemma for a city-regionalised nation enmeshed within the UK, Ireland and Europe. This article explores digital citizenship in NI by applying 'Algorithmic Nations' framework particularly relating to intertwined (i) cross-bordering, (ii) critical awareness, (iii) digital activism and (iv) post-pandemic realities and concludes with three dilemmas and how 'Algorithmic Nations' framing could better integrate NI's digital citizenship. [ FROM AUTHOR] Copyright of Citizenship Studies is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Digital Workplaces and Information Security Behavior of Business Employees: An Empirical Study of Saudi Arabia

In the post pandemic era, the telecommuting of business employees has widely become acceptable in organizations, which demands extensive dependence on digital technologies. In addition, this poses additional security threats for business employees as well as organizations. In order to better respond to security threats, business employees must have a higher level of awareness of the potential threats that are relevant to digital infrastructure used within the workplace. In this paper, we present a quantitative study conducted in line with the theory of planned behavior to gain insight into employee behavior toward information security within different business sectors in Saudi Arabia. The key factors chosen for our model were password management, infrastructure security management, email management, organizational security policy, organizational support and training, and the perception of the level of security. We have applied structured equation modelling to identify most of the relevant factors based on the respondents' feedback. The results based on the business employee behavior showed that they respondents did not perceive all of the constructs of our model as relevant security factors, which can potentially result in security lapses. This indicates that more security-related measures should be put in place and that business employees should be updated periodically about potential security threats. To this effect, we divided the studied security measures into those which should be implemented at organizational and individual levels. The results will potentially help business managers to design appropriate security trainings, guidelines, and policies for their employees to ensure more information security awareness and protect their technological infrastructure, especially within home office environments.

Distorting Your Perception of Russia's Aggression: How Can We Combat Information Warfare?

Since the full-scale Russia-Ukraine war started recently, there is a lack of peer-reviewed scholarly literature directly discussing the war and the use of information warfare. [...]this article presents its findings mainly through content and documentary analysis of official and media publications in Russian, English, and Chinese. Information Warfare The term information warfare, or information war, was developed by Russia and is widely used. Since the early 1990s, Igor Panarin has been leading the discussion of information warfare.2 He considers information warfare a psychological 1 Andrew Anthony, "March in Support of Ukraine in London: Everything Was Turning Blue and Yellow," The Guardian, March 27, 2022, https://www.theguardian.com/uk-news/2022/mar/27/march-in-support-of-ukraine-in-london-everything-was-turning-blue-and-yellow. [...]it actively develops information warfare to gain the capability of influencing public opinions and counteracting Western influence. [...]China emulates Russia by using information campaigns to promote pro-China narratives, such as during the Covid-19 pandemic, to confront the West.11 Meanwhile, the West, especially the United States, has considered Russia and China a threat to the Western-dominated world order. [...]in the eyes of Western scholars or governments, the term information warfare represents the weaponized spread of pro-Russia and pro-China information to gain the Western audience's support.12 Take the United States National Security Strategy as an example.

Middle and high school teachers' perceptions of cyberbullying prevention and digital citizenship

Cyberbullying is a significant public health concern that has been associated with negative outcomes. The pandemic has increased the reliance on technology in the classroom;thus, research exploring cyberbullying in the classroom is even more important. Furthermore, it is important to understand teachers' perceptions of cyberbullying to inform efforts to support teachers in addressing cyberbullying. With a nationally representative sample of 174 teachers in the United States, a series of questionnaires were administered to investigate teachers' perceptions of cyberbullying, their preparedness to address cyberbullying, perceptions of effective strategies to address cyberbullying and whether social‐emotional learning programs used in their schools incorporate digital citizenship skills. Results indicated little change in the rates of cyberbullying in schools, but that teachers reported a need for training and professional development to best support them on this topic. Implications related to teacher educator preparation programs and school based interventions targeting cyberbullying are discussed. Practitioner points: Results indicated that according to teachers' perceptions, rates of cyberbullying did not change from pre‐covid rates, despite the fact that teachers and students spent more time online and the increased reliance on technology during the pandemic.Teachers feel they need more tools to be prepared to manage cyberbullying and their professional training has not prepared them to manage issues related to cyberbullying.Teachers feel that schools should connect with families and community organizations for cyberbullying intervention strategies. [ FROM AUTHOR] Copyright of Psychology in the Schools is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Emerging digital citizenship regimes: Pandemic, algorithmic, liquid, metropolitan, and stateless citizenships

This article develops a conceptual taxonomy of five emerging digital citizenship regimes: (i) the globalised and generalisable regime called pandemic citizenship that clarifies how post-COVID-19 datafication processes have amplified the emergence of four intertwined, non-mutually exclusive, and non-generalisable new techno-politicalised and city-regionalised digital citizenship regimes in certain European nation-states' urban areas;(ii) algorithmic citizenship, which is driven by blockchain and has allowed the implementation of an e-Residency programme in Tallinn;(iii) liquid citizenship, driven by dataism – the deterministic ideology of Big Data – and contested through claims for digital rights in Barcelona and Amsterdam;(iv) metropolitan citizenship, as revindicated in reaction to Brexit and reshuffled through data co-operatives in Cardiff;and (v) stateless citizenship, driven by devolution and reinvigorated through data sovereignty in Barcelona, Glasgow, and Bilbao. This article challenges the existing interpretation of how these emerging digital citizenship regimes together are ubiquitously rescaling the associated spaces/practices of European nation-states.

Data-Driven Citizenship Regimes in Contemporary Urban Scenarios: An Introduction

This Special Issue presents new perspectives on the idea of digital citizenship by delving into the nexus between its emerging concepts, the consequences of the global pandemic crisis, and the urban environment. It does so by addressing a wide range of case studies from three continents and developing two main hypotheses. First, the COVID-19 outbreak has expanded the impact of digital technologies on citizens' everyday life. Second, the urban realm is the environment where new citizenship regimes are emerging through platformization, datafication, and the rescaling of the state. To introduce the Special Issue, this article: (i) examines recent scholarship about the effects of the pandemic on digital citizenship;(ii) discusses and expands concepts of digital citizenship through case studies;and (iii) assesses how emerging forms of digital citizenship are fostered by uneven ‘pandemic citizenship' regimes worldwide.

A case study exploring how K-12 students learn to use social media for civic good

This case study explores what K-12 students learn from a 13-week class activity about attracting attention to civic issues on social media. This research responds to calls by scholars of civic education to expand notions of civic engagement and digital citizenship, which often have focused on urging students to protect their reputations in digital spaces. In contrast, the learning activity examined here encourages community-oriented digital citizenship, preparing students to inform and possibly empower social change. This study is grounded in Cognitive Flexibility Theory, which focuses on learning in ill-structured domains such as public social media. Further, the study builds on the increasingly popular idea of the Fifth Estate, which posits that people acting in civic ways in public spaces can be a powerful check on government, playing a role similar to that of journalism institutions, sometimes referred to as the Fourth Estate. Data collected in this study included a pre-survey, a written reflection and post interviews with 4 students as well as artifacts such as social media posts. Students employed two main strategies to draw attention to civic issues on social media: audience-signaling and networking. Further, students learned to seek credible and diverse information using class accounts on TikTok, Instagram, and Twitter. Finally, students offered definitions of digital citizenship and shared thoughts about how schools should teach it via social media. This study fills a gap in the research literature about K-12 teaching with social media;few prior studies take advantage of social media's affordance as a bridge between the classroom and communities outside the school. This study also illuminates learning as schools globally moved online in response to the pandemic. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Netiquette rules in online learning through the lens of digital citizenship scale in the post-corona era

Purpose: This study aims to investigate the trending term: "Netiquette” as an important element in the effective digital citizenship. The research suggests a systematic framework of netiquette rules in the field of online education based on the classical core rules of netiquette and according to the digital citizenship scale (DCS). The research also studies the corresponding responsibilities of both educators and students to raise awareness towards using technology in a balanced, safe, smart and ethical way as the shift towards the digital activities increased significantly in the post-corona time. Design/methodology/approach: The research used the qualitative data that were based on the everyday observation and analysis of the online education experience at the university of Jordan in the academic year 2020/2021;the online group discussions of students and teachers;and investigating the guidelines of the online learning netiquette rules in various academic institutes. Comparative analysis was conducted to merge and eliminate redundant rules and to add sub rules, and then to cluster them into groups. The suggested clustered groups were distributed into the classical core rules outline of netiquette. In each core rule, the sub rules were reclassified and recategorized according to the DCS by studying the complexity levels and their corresponding factors. The suggested framework updates and adds DCS levels and factors considering the exceptional experience of online education through the pandemic. Findings: The research finds that "Netiquette” had been neglected in cyber ethics literature, and so it has to be rediscovered through the lens of digital citizenship that becomes very noticeable issue in the post-COVID era. So, the research presents a systematic framework that outlines more than 150 netiquette sub rules in the field of online education, and that were clustered according to DCS and the classical core rules of netiquette. It also adds a new factor to the bottom level of DCS which is the primarily skills and traits, and also updates the internet and political activism fac-tor by adding the social perspective. Originality/value: A novel classification of the classical core rules of netiquette was proposed in the field of online education to serve as a spectrum of identifying the complexity of digital citizenship levels and factors. This research can be a starting point of more works on netiquette research in online education and on other fields such as online business meetings, social media networking and online gaming. © 2023, Emerald Publishing Limited.

Becoming digital citizens: covid-19 and urban citizenship regimes in India

This article examines how technopolitical response to covid-19 resulted in differentiated urban citizenship regimes in India's smart cities. Using Isin and Ruppert's framework, we argue that India's digital citizens enacted their subjectivities in response to acts of calling, closing and opening in the cyberspace. Acts of calling encouraged citizens to participate and engage with the state online, systematically excluding those who did not have access to digital infrastructures. Acts of closing were implemented through the technologies of the surveillance state diminishing rights of freedom and privacy. In response, digital citizens enacted their political subjectivities through acts of opening by means of online campaigns, petitions and citizen journalism. Although the risk of technocracy remains real, we argue that the interplay of calling, closing and opening digital acts enabled the enactment of digital citizenship in India by raising the old questions of social citizenship rights and new forms of data and digital rights.

Digital Citizenship: Beyond Big Data, Technical Skills, Industry 4.0, and COVID-19.

Big data and data deluge are topics that are well known in the field of systems science. Digital transformation of big data and omics fields is also underway at present. These changes are impacting life sciences broadly, and high-throughput omics inquiries specifically. On the other hand, digital transformation also calls for rethinking citizenship and moving toward critically informed digital citizenship. Past approaches to digital citizenship have tended to frame the digital health issues narrowly, around technocracy, digital literacy, and technical competence in deployment and use of digital technologies. However, digital citizenship also calls for questioning the means and ends of digital transformation, the frames in which knowledge is produced in the current era. In this context, Industry 4.0 has been one of the innovation frameworks for automation through big data, and embedded sensors connected by wireless communication. Industry 4.0 and the attendant "smart" technologies relate to various automation approaches deployed as part of the public health responses to the COVID-19 pandemic as well. This article argues that there is a growing need to steer digital transformation toward critically informed digital citizenship, so that the provenance of digital data and knowledge is held to account from scientific design to implementation science, whether they concern academic or Industry 4.0 paradigms of innovation. There are enormous potentials and expectations from digital transformation in an era of COVID-19 and digital health. For this potential to materialize in ways that are efficient, democratic, and socially just, critical digital citizenship offers new ways forward. Systems science scholarship stands to benefit from a broadening of the focus on high-throughput omics technologies to a realm of critical digital citizenship, so the digital health innovations are well situated in their societal and political contexts.

A case study exploring how K-12 students learn to use social media for civic good

This case study explores what K-12 students learn from a 13-week class activity about attracting attention to civic issues on social media. This research responds to calls by scholars of civic education to expand notions of civic engagement and digital citizenship, which often have focused on urging students to protect their reputations in digital spaces. In contrast, the learning activity examined here encourages community-oriented digital citizenship, preparing students to inform and possibly empower social change. This study is grounded in Cognitive Flexibility Theory, which focuses on learning in ill-structured domains such as public social media. Further, the study builds on the increasingly popular idea of the Fifth Estate, which posits that people acting in civic ways in public spaces can be a powerful check on government, playing a role similar to that of journalism institutions, sometimes referred to as the Fourth Estate. Data collected in this study included a pre-survey, a written reflection and post interviews with 4 students as well as artifacts such as social media posts. Students employed two main strategies to draw attention to civic issues on social media: audience-signaling and networking. Further, students learned to seek credible and diverse information using class accounts on TikTok, Instagram, and Twitter. Finally, students offered definitions of digital citizenship and shared thoughts about how schools should teach it via social media. This study fills a gap in the research literature about K-12 teaching with social media;few prior studies take advantage of social media's affordance as a bridge between the classroom and communities outside the school. This study also illuminates learning as schools globally moved online in response to the pandemic. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Critical digital literacy as a key for (post)digital citizenship: an international review of teacher competence frameworks

The use of information and communication technologies for education is increasingly recognised as essential in a postpandemic world. In this regard, the ability to effectively engage with technologies for educational purposes is now part of the basic knowledge, skills and attitudes to be expected from anyone in the teaching profession. Accentuated by the proliferation of technology-mediated situations resulting from the Covid-19 pandemic, but linked to a longer-term trend, dealing with the digital is also now an almost unavoidable aspect of active participation in society and civic engagement. Indeed, the notion of ‘postdigital' is rapidly gaining traction as a way to highlight that the digital and non-digital cannot be really separated anymore and, due to this fact, (post)digital citizenship is emerging as a core competence for citizens. Still, the way digitally competent educators are expected to support learners in their development as digital citizens is not explored enough. To contribute to closing this gap, this paper reviews 24 teacher competence frameworks from different regions of the world and makes the case for considering educators' critical digital literacy as a key leverage to building digital (post)citizenship and fostering ethical uses of technology. The analysis reveals that critical digital literacy is mostly missing and, hence, the paper closes with a set of recommendations for policymakers and institutional leaders in the education sector on how to incorporate critical aspects of digital literacy in educators' professional development activities, so that teachers and trainers can operate as a much needed vector to develop (post)digital citizenship across our societies. © Italian e-Learning Association.

Communication, Media, and Culture Research at the Pontificia Universidad Javeriana School of Communication and Language

By September 2022, 16 researchers were grouped around 22 research projects covering the following subjects: * Ancestral listening, soundscapes, audiovisuals, and non-human ears * COVID-19 and music * Creation, writing, and production of the Virtual Museum of Memory "Entre Ríos" * Dawn the Word: recovery actions and strengthening of the languages and cultures of the Colombian "Peoples of the Center": uitoto (m n ka), okaina ( buza), bora, and muinane (gaigom j°) * Digital communication as a network and seed for entrepreneurship, sustainability, and the good living of vulnerable women * Impact of COVID-19 on the Colombian musical underground scene * Misinformation and polarization in social network discourses * Open digital infrastructures for community care of the living memory * Permanent observatory of journalistic quality standards of information and opinion in the coverage of current issues in traditional and digital media in Colombia * Political networks on Twitter * Stories of re-existence and reconciliation in Buenaventura (Col.) * The collage screen: the new scenario of visual and relational aesthetics based on pictorial appropriation. Currently, those research seedbeds cover the following subjects: * Audiovisual journalism applied research * Communication and politics * Critique of information * Discourses and practices of reconciliation * Semigender * Virtual reality & 360 And last but not least, the School of Communication and Language is currently leading a University Planning Project called Open Platform for Digital Citizenship, with the participation of the schools of Social Sciences, Medicine, Legal Sciences, Political Sciences, International Relations, and Engineering. To do this, the project seeks to build exchange networks with hacktivist groups, citizen and community organizations, business networks, and public sector actors, to the extent that it seeks to influence the regulatory framework involving the advancement and consolidation of the digital rights of Colombian citizens (Barreneche, et al., 2022).

Data-Driven Citizenship Regimes in Contemporary Urban Scenarios: An Introduction

This Special Issue presents new perspectives on the idea of digital citizenship by delving into the nexus between its emerging concepts, the consequences of the global pandemic crisis, and the urban environment. It does so by addressing a wide range of case studies from three continents and developing two main hypotheses. First, the COVID-19 outbreak has expanded the impact of digital technologies on citizens’ everyday life. Second, the urban realm is the environment where new citizenship regimes are emerging through platformization, datafication, and the rescaling of the state. To introduce the Special Issue, this article: (i) examines recent scholarship about the effects of the pandemic on digital citizenship;(ii) discusses and expands concepts of digital citizenship through case studies;and (iii) assesses how emerging forms of digital citizenship are fostered by uneven ‘pandemic citizenship’ regimes worldwide. [ FROM AUTHOR]

User perspectives on digital literacy as a response to misinformation

Summary: Motivation: In a polarizing world, the spread of "fake news" and mis/disinformation is a cause of concern for young people's wellbeing, as they are at the forefront of the use and consumption of digital media. The article focuses on how young people view and respond to misinformation online, and the role of digital literacy interventions to mitigate this challenge. Purpose: The analysis aims to provide some initial insights on how young people view and respond to misinformation online, based on open‐ended online consultations, and consider what their ideas and experiences imply for whether and how digital literacy interventions can help mitigate the impact of "fake news" and mis/disinformation on young people's wellbeing. Approach and methods: The empirical analysis is based on two online consultations, held in the early months of the Covid‐19 pandemic, that explore multiple views of young people on misinformation. The consultations were analysed for patterns and variation in how young people define the problem of misinformation, and consider digital literacy as a solution, for both men and women, and in different geographies globally. Findings Through the consultations, participants suggest a contextualized view of misinformation, both in terms of how it becomes problematic and mitigation strategies. Young people experienced misinformation in intersection with other issues in the digital public sphere, including cybersecurity and unequal access. Young people also reinforced a broad view of digital literacy that includes data literacy and digital citizenship. Policy implications: Consultation participants challenge policy‐makers and practitioners to look more deeply at the factors contributing to misinformation, to expand their vision of young people's agency, and to incorporate these insights into designing digital literacy interventions that mitigate the harms of misinformation online, and enable young people to address harmful content online. [ FROM AUTHOR]

Developing Thai Undergraduate Online Digital Citizenship Skills (DCS) Under the New Normal

The study aims to develop a model and assess the suitability of a digital citizenship skills (DCS) model for online teaching and learning for Thai undergraduate students. In-depth interviews and content analysis from seven Thai academic experts in 2020 were used for the analysis. The experts' questionnaires suitability was analyzed using propriety standards, utility standards, feasibility standards, and accuracy standards as outlined by the Joint Committee on Standards for Educational Evaluation (JCSEE). After that, descriptive statistics including the mean and standard deviation (SD) were used to assess the results from the five-level agreement scale used. The final DCS model consisted offive components. These included the learner (L), the instructors (I), the Internet, intranet, and extranet network components (I), the platform componentfor online teaching, and information and communication technology (ICT) enabled devices (P), and personalized learning (P) (LIIPP Model). Overall model suitability according to the experts ' input was judged to be at a very high level (mean = 4.61, SD = .51).

Comparative analysis of students and faculty level of awareness and knowledge of digital citizenship practices in a distance learning environment: case study.

The COVID-19 pandemic increase the use of distance learning while studies have shown that there is insufficient digital knowledge among students in distance leaning as they do not adequately use technology as a digital citizenship indicator, while the awareness and knowledge of digital citizenship among teachers and students remains a key criterion for improving distance learning that mainly depends on information technology. Therefore, this study comes up to examine the awareness and knowledge of students and faculty of digital citizenship in distance environment by focusing on two different higher academic institutions, namely the Al-Quds Open University (QOU) in the Palestinian territories and the University of Kyrenia (KU) in the Turkish Republic of Northern Cyprus in 2020, using interview, descriptive analysis, and Z-test Technique. The results revealed that students and faculty in both institutions were aware of the digital citizenship concepts, but lacked the in-depth knowledge and understanding of concepts such as digital rights, digital security, and digital ethics. Furthermore, the awareness and knowledge of digital citizenship among KU students are higher than QOU students. Faculty in both institutions agreed with the importance of integrating digital citizenship practices such as digital rights, digital security, and digital ethics into elearning curriculum.

Development of training in the context of Covid-19 pandemic and development of the digital economy

Developing training programs to meet the labor needs of enterprises in order to improve the quality of human resources in the digital economy is urgent because human resources are one of the factors constituting the success of enterprises. The purpose of our research is to analyze the need to develop training programs towards improving the quality of learners to meet the labor demand in enterprises in the digital economy. The research methods used for the article include: document analysis, comparison, survey and experimental data analysis. The obtained survey results were processed by the author by quantitative analysis techniques on SPSS software. The results of the survey helped the author identify the needs of developing training programs in universities in Vietnam today. The main results of the study provide solutions for determining the orientations for developing training programs at universities in Vietnam to keep up with the development of the digital economy.