Digital citizenship among school teachers in Jordan

Digital citizenship constitutes one of the global trends in the educational field that has emerged as a result of rapid technological developments. This necessitates that all members of educational institutions engage with it actively, nurture its development, and enhance awareness of its necessity and significance. Teachers in schools, in particular, are in urgent need of applying the principles of digital citizenship. This study investigates the level of prevalence of digital citizenship among teachers in Jordanian schools. It also seeks to examine whether gender, academic qualifications, years of experience, and technology training courses influence the teachers’ degree of digital citizenship. A descriptive survey approach was used, administering a questionnaire of three domains to a sample of 506 teachers in Irbid District during the second term of 2024-2025. To achieve the objectives of the study, the descriptive method was employed. A questionnaire was developed, which, in its final form after ensuring validity and reliability, consisted of 21 items distributed across three domains. A high prevalence of digital citizenship was found among teachers (Mean 3.78), self-respect and respect for others ranked first, with a mean score of 3.82, followed by the domain of self-protection and protection of others, with a mean score of 3.79. Finally, the domain of self-education and communication with others ranked third, with a mean score of 3.72. However, no statistically significant differences were found in the mean responses of the study sample regarding the level of digital citizenship attributable to the gender variable. In contrast, the degree of digital citizenship prevalence among teachers was influenced by academic qualifications (postgraduate studies), years of experience (10 years or above), and technology training courses (those who have completed training courses).