Guidelines to Develop Digital Citizenship of Teachers under the Roi Et Primary Educational Service Area Office 3

Abstract

This research aimed to examine the current condition, desirable condition, and priority needs for developing teachers’ digital citizenship; and develop guidelines for enhancing teachers’ digital citizenship. A mixed-methods approach was employed, consisting of two phases. Phase 1 investigated the current condition, desirable condition, and priority needs for developing teachers’ digital citizenship. The sample group consisted of 316 administrators and primary school teachers under the Roi Et Primary Educational Service Area Office 3, selected through stratified random sampling. The research instrument was a five-point rating scale questionnaire with the reliability coefficent of 0.97 for the current condition and that of 0.95 for the desirable condition. Phase 2 focused on developing guidelines for teachers’ digital citizenship. The key informants included three teachers with outstanding digital citizenship practices and five experts evaluated the proposed guidelines. The instruments were a structured interview and a guideline evaluation form. The statistics for data analysis were mean, standard deviation, and the Modified Priority Needs Index (PNI Modified).

The research findings revealed that: The current condition of teachers’ digital citizenship was at a high level, while the desirable condition was at the highest level. The priority needs for developing teachers’ digital citizenship, ranked from highest to lowest, were as follows: digital media literacy, digital security, digital rights and responsibilities, digital law, digital etiquette, and digital communication, respectively. The guidelines for developing teachers’ digital citizenship were found to be appropriate at the highest level and feasible at a high level.