Digital Ethical Values Awareness among Education Students at the University of Nizwa: Science and Information Technology Majors

This study examined the level of awareness of digital ethical values among female education students at the University of Nizwa majoring in Science and Information Technology, and situated their awareness within the university’s institutional framework and regulations. A mixed‑methods approach was employed. Quantitatively, a questionnaire was administered to a sample of 109 students (32 Science majors and 77 Information Technology majors). Qualitatively, a content analysis was conducted of three official university documents related to life‑skills awareness, e‑learning regulations, and electronic examinations, in order to support and interpret the quantitative findings in light of approved institutional practice. To address the research questions, a questionnaire was developed comprising three dimensions: respect for rules of use, etiquette of digital communication with others, and intellectual property rights. Validity and reliability were established using appropriate statistical procedures; Cronbach’s alpha reached 0.92. The results indicated a very high level of awareness of digital ethical values among the participants. The findings also showed no statistically significant differences at the α ≤ 0.05 level in awareness of digital ethical values attributable to academic major (Science vs. Information Technology). Situated within educational studies and applied humanities, the study highlights the role of institutional policy and teacher‑education programs in shaping students’ ethical dispositions in digital environments. It recommends that programs in Science and Information Technology education place further emphasis on developing students’ skills in critically evaluating online information and in applying digital ethics in authentic academic and professional contexts.