How Much Do Students Practice Digital Citizenship? Evidence from Wadi Al-Seer Secondary Schools

This study measured the degree of digital citizenship practice among secondary school students in Wadi Al-Seer District schools from the perspective of computer teachers. Using an analytical survey design, data were collected via a questionnaire and corroborated with structured observational notes recorded by participating teachers to enhance validity through modest triangulation. The sample comprised 68 computer teachers selected from district secondary schools. Findings indicated a medium overall level of digital citizenship practice. No statistically significant differences appeared by student gender in teachers’ ratings. Situated within educational studies, the results highlight gaps in applied digital ethics, safety, and participation that are visible in classroom and school digital behaviors. Implications include embedding digital citizenship competencies across subjects, providing teacher professional development on modeling and assessing digital behaviors, and instituting school policies and routines (e.g., guided practice, reflection logs) that reinforce responsible, participatory, and safe technology use. Future work should expand multi-informant measures (students/parents), extend observations, and link practices to outcomes (well-being, academic engagement).