Digital citizenship and student-teacher readiness: insights from Malaysia
DOI:
https://doi.org/10.47989/ir31iConf64139Keywords:
Digital citizenship, Pre-service teacher education, Mixed-methods design, Policy-practice gap, Digital well-beingAbstract
Introduction. Digital citizenship is increasingly recognised as vital for teacher education, yet its integration in Malaysia remains fragmented. This study investigates how digital citizenship is conceptualised, taught, and experienced in Malaysian Institutes of Teacher Education (ITEs).
Method. A convergent parallel mixed-methods design was adopted, combining a survey of 425 student-teachers across four ITE campuses, interviews with eight lecturers and document analysis of national education policies, UNDP Digital Transformation Framework and course summaries.
Analysis. Survey data were analysed descriptively, while interviews and documents were thematically coded using a hybrid deductive-inductive coding framework informed by Ribble’s nine elements of digital citizenship. Triangulation across strands enabled identification of convergences and gaps.
Results. Student-teachers showed near-universal access to devices and high online activity but inconsistent verification practices, limited ethical reasoning and emotional reliance on digital connectivity. Lecturers displayed conceptual ambiguity and lacked training, while curricula reflected fragmented integration of digital citizenship.
Conclusion(s). The study identifies a policy-practice gap, highlighting the need for cross-curricular integration, dedicated modules, and lecturer training. It stresses digital well-being as a professional competency and situates Malaysia’s case within global debates on preparing reflective, ethical, and participatory digital citizens for the 21st century.
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