Digital citizenship and computer and information technology curricula in Saudi intermediate schools

This study provides an in-depth understanding of the digital citizenship in Saudi intermediate schools (12 to 15 years old) by analysing 6 textbooks of computer and information technology (CIT) and exploring the perceptions and experiences of 6 students and 6 CIT teachers in these schools. This qualitative study uses document analysis, semi-structured interviews, and thematic analysis to generate, collect, and analyse the data. The results of this study reveal that the CIT textbooks do not focus on presenting digital citizenship as safe, responsible, and appropriate use of technology or as digital participation. Instead, they focus on defining and referring to the tools that can be used to achieve these purposes. On the other hand, the views of participants, especially CIT teachers, were closer to expressing digital citizenship as safe, responsible, and appropriate use, or as digital participation. Also, the results reveal that CIT textbooks and student and teacher perspectives were lacking in cohesion between knowledge, skills, and attitudes in issues related to digital literacy, digital protection, digital law, digital footprint, and digital creativity and innovation. Moreover, the analysis reveals that the lack of time and weekly lessons, the underestimation of the value of textbooks, the lack of resources and laboratory readiness represent the most prominent obstacles facing digital citizenship education. Furthermore, the conservative Saudi culture and the Saudi Vision 2030 represent other factors that can impose some challenges. In response, this study proposes a model consisting of three dimensions and five topics that may help educational institutions to understand digital citizenship and thus contribute to establishing appropriate frameworks for digital citizenship education. Therefore, to support digital citizenship education in Saudi Arabia, this study suggests applying a framework for teaching digital citizenship; reviewing relevant textbooks; increasing weekly lessons for CIT textbooks; preparing laboratories and providing resources; and supporting collective efforts.