Báo cáo nghiên cứu: Nhận thức và mức độ công dân số giữa giáo viên và sinh viên tại VNUIS

Báo cáo nghiên cứu nghiên cứu khoa học digital citizenship perceived understanding and level of digital citizenship, thống kê phân tích số liệu, đánh giá xu hướng phát triển trong

• Tác giả: Doan Anh Binh
• Trường học: Vietnam National University, Hanoi International School
• Chuyên ngành: Digital Citizenship
• Đề tài: Perceived understanding and level of digital citizenship among teachers and students: A case study at VNU-IS
• Loại tài liệu: student research report
• Năm xuất bản: 2023-2024
• Địa điểm: Hanoi

Mục lục chi tiết

• 1. SUMMARY REPORT IN STUDENT RESEARCH (2023-2024 ACADEMIC YEAR)
• 1.1. Member List
• 1.2. Purpose of the research
• 1.3. Research questions
• 1.4. Methodologies
• 1.5. Scope of research
• 1.6. Significance of the study
• 2. DEFINITIONS OF DIGITAL CITIZENSHIP
• 3. MODELS OF DIGITAL CITIZENSHIP

Tóm tắt

I. Nhận thức công dân số

Nghiên cứu này tập trung vào nhận thức công dân số giữa giáo viên và sinh viên tại VNUIS. Kết quả cho thấy, mặc dù cả hai nhóm đều nhận thức được tầm quan trọng của công dân số giáo dục, nhưng sự hiểu biết về khái niệm này còn hạn chế. Nhận thức số hóa được xem là yếu tố then chốt trong việc thúc đẩy sự tham gia tích cực và có trách nhiệm trong môi trường kỹ thuật số. Nghiên cứu cũng chỉ ra rằng, việc nâng cao nhận thức công dân số cần được ưu tiên trong chiến lược giáo dục của VNUIS.

1.1. Nhận thức của sinh viên

Sinh viên VNUIS thể hiện sự quan tâm đến công dân số, nhưng phần lớn chưa hiểu rõ về các khía cạnh cụ thể như đạo đức số, an toàn số, và quyền lợi số. Nghiên cứu cho thấy, chỉ 30% sinh viên có thể định nghĩa chính xác công dân số. Điều này phản ánh sự cần thiết của việc tích hợp giáo dục số hóa vào chương trình học.

1.2. Nhận thức của giáo viên

Giáo viên tại VNUIS nhận thức rõ hơn về công dân số so với sinh viên, nhưng vẫn còn khoảng cách trong việc áp dụng vào giảng dạy. 60% giáo viên cho rằng công dân số giáo dục là cần thiết, nhưng chỉ 40% cảm thấy tự tin khi giảng dạy về chủ đề này. Điều này cho thấy nhu cầu đào tạo chuyên sâu cho giáo viên.

II. Mức độ công dân số

Nghiên cứu đánh giá mức độ công dân số của sinh viên VNUIS dựa trên mô hình S.E. Kết quả cho thấy, mức độ này khác biệt đáng kể giữa các nhóm sinh viên với đặc điểm nhân khẩu học khác nhau. Đánh giá công dân số được thực hiện thông qua các yếu tố như kỹ năng số, đạo đức số, và sự tham gia số. Nghiên cứu nhấn mạnh tầm quan trọng của việc đo lường và cải thiện mức độ công dân số trong bối cảnh giáo dục đại học.

2.1. Mức độ công dân số giữa các nhóm sinh viên

Sinh viên năm cuối thể hiện mức độ công dân số cao hơn so với sinh viên năm đầu, đặc biệt trong các lĩnh vực như kỹ năng số và đạo đức số. Sự khác biệt này phản ánh tác động của quá trình học tập và trải nghiệm thực tế.

2.2. Mức độ công dân số giữa các khoa

Sinh viên khoa Kinh tế và Quản lý có mức độ công dân số cao hơn so với sinh viên khoa Ngôn ngữ và Khoa học Ứng dụng. Điều này có thể liên quan đến sự tiếp xúc thường xuyên với công nghệ và các vấn đề kỹ thuật số trong chương trình học.

III. Giáo dục số hóa tại VNUIS

Nghiên cứu đề xuất các khuyến nghị cụ thể để cải thiện giáo dục số hóa tại VNUIS. Các khuyến nghị bao gồm việc phát triển chương trình giảng dạy chuyên sâu, đào tạo giáo viên, và tăng cường nhận thức về công dân số trong cộng đồng sinh viên. VNUIS nghiên cứu cũng nhấn mạnh tầm quan trọng của việc hợp tác giữa các bên liên quan để thúc đẩy giáo dục số hóa một cách hiệu quả.

3.1. Khuyến nghị cho giáo viên

Giáo viên cần được đào tạo thường xuyên về công dân số để có thể truyền đạt kiến thức một cách hiệu quả. Việc tích hợp các tình huống thực tế vào bài giảng cũng được khuyến khích.

3.2. Khuyến nghị cho sinh viên

Sinh viên cần được khuyến khích tham gia các hoạt động ngoại khóa liên quan đến công dân số, như hội thảo và cuộc thi. Điều này giúp nâng cao nhận thức và kỹ năng thực tế.

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VIETNAM NATIONAL UNIVERSITY, HANOI INTERNATIONAL SCHOOL STUDENT RESEARCH REPORT citizenship among teachers and students - A case study at VNUIS Team Leader: DOAN ANH BINH ID: 21073094 Class: VISK2021B Hanoi, 15/04/2024 1 TEAM LEADER INFORMATION I. Student profile Full name: DOAN ANH BINH Student ID: 21073094 Date of birth: 13/01/2003 Class: VISK2021B Program: Science in Management Address: Alley 100 Kim Nguu Street, Thanh Nhan Ward, Hoan Kiem District, Hanoi Phone no. /Email: 0967341596 / doananhbinh131@gmail. Academic Results: Academic year 2nd year 3rd year, 1st semester III. Other achievements: Academic Encouragement Scholarship — Semester I academic year 2022-2023 Scholarship to participate in the US-ASEAN Science, Technology, and Innovation Cooperation (STIC) Portal's Industrial Professional Credentials program track Scholarship from Growing with Google and NIC (2023 and 2024) Scholarship from VNU-IS and NIC (2024) Certificate for gathering second prize of “FIRE UP” GPA 99 out of 100 in Psychology 101 Hanoi, 15/04/2024 Advisor Team Leader (Sign and write fullname) (Sign and write fullname) 3 TABLE OF CONTENTS A. 0G cọ cọ TH TH 0 0 0 0 0 0 0 0. Summary Report in student research (2023-2024 Academic Yearr).Và¿ in ii. Purpose oi vá(--)UCYYYNaaaẳặẠ. Scope 2ối- na. Significance of the SUYy. -ó- tk HH TH TH TT TH TH TT Hàn Trà 8 4, Literature on. Definitions of digital citizenship. Models of digital c1t1zenShIp. Teachers, students and the main agents of digital citizenship education. Digital citizenship education 1n Vietnam. Data and Methodologies. Context of the SẦUy . - Án TT HT TH TH nh Hàn HT TH HT Tàn HT re 22 b0. Results and Discussion 0n. The perceptions and levels of digital citizenship among VNU-IS students. Exploring perceptions of digital citizenship among VNU-IS students. Level of digital citizenship among VNU-IS studenfs. Levels of digital citizenship among VNU-IS students with different demographic Character istiCs. Digital citizenship level between øend€rs. Digital citizenship between students across academic y€ars. Digital citizenship between students from three faculties. Understanding & Perceived experience of digital citizenship among teachers 7. Conclusion and Recommendations. Recommendations for t€aCH€Ts. Recommendations for sfUd€nIfS. Recommendations for policymakers and school administrators 7. Recommendations for future research.---- c C1 3111103011 11119111 1111311 K ĐH kg KĐT KĐT kg LIST OF FIGURES Figure 1: Prioritizing the nine elements of digital citizenship 12 Figure 2: DigComp 2.E model 14 Figure 4: Four Categories of digital citizenship 15 Figure 5: Three conditions and complexity of digital citizenship 16 Figure 6: Students' Frequency of Encountering the Term “digital citizenship” 29 Figure 7: Students’ level of understanding of digital citizenship definition 29 Figure 8: The necessity of digital citizenship education: Students’ perspective 32 Figure 9: The feasibility of teaching digital citizenship: Students’ perspective 32 Figure 10: Teachers' Frequency of Encountering the Term “digital citizenship” 49 Figure 11: Teachers’ level of understanding of digital citizenship definition 49 Figure 12: The necessity of Digital citizenship education: Teachers' perspective 50 Figure 13: The feasibility of teaching digital citizenship: Teachers’ perspective 50 5 LIST OF TABLES Table 1: Contents and limitations of different digital citizenship frameworks 16 Table 2: The minimum sample size of each student stratum 26 Table 3: Demographic characteristics of students 26 Table 4: Demographic characteristics of teachers 28 Table 5: The necessity & feasibility of digital citizenship education: M & SD 33 Table 6: Cronbach’s Alpha coefficient for each factor on DCS 34 Table 7: Mean and Standard deviation of DCS 35 Table 8: Comparison of Mean and Standard Deviation for Each Item and Factor between Male and Female Students 37 Table 9: Comparison of Mean and Standard Deviation for Each Item and Factor among academic year students 42 Table 10: Comparison of Mean and Standard Deviation for Each Item and Factor among three faculties 46 A. Abstract This mixed-methods study assesses students' digital citizenship based on the five-factor S.E model perceived by teachers. It examines how and discusses why digital citizenship varies among students with different backgrounds and explores teachers' perspectives on teaching it. While most students and teachers generally agree on the importance and feasibility of digital citizenship education, there is a significant lack of understanding of the digital citizenship concept among those two groups. This research emphasizes the need for digital citizenship education and provides recommendations for various stakeholders. Keywords Digital citizenship, Digital citizenship education, Digital citizenship level, Adolescent digital citizenship education C. Summary Report in student research (2023-2024 Academic Year) 1. Member List: Name ID Class Email Doan Anh Binh 21073094 VISK2021B [e-mail] Dang Ngoc Anh 21073294 VISK2021B [e-mail] Hoang Anh Minh 22071181 FDB2022C [e-mail] Hoang Thi Thu Hién 21073177 VISK2021B thuhien15012003@gmail. Đỗ Thị Hồng Liên 3. Purpose of the research In the 21st century, information technology and the internet have developed explosively. It has created many favorable conditions to help people quickly search for and access many new sources of knowledge. From these sources, people have been able to cultivate their fundamental competencies and understanding. However, the development of the Internet has also exposed people to threats. Many reports have shown that many young people easily 7 become victims of cybercrime even though they grew up in a highly developed digital environment and spend most of their time in cyberspace (Toso et al., 2023), but they are unaware of the dangers of using technology devices, which makes them victims of cybercrime (Rajasekharaiah et al. According to (Oksanen & Keipi, 2013), victims of cyber crimes are between 15-24 years old. Besides that, (Na Si et al., 2015) claimed that out of more than 200 victims, up to 40% were victims of defamation, followed by 34% of victims of coercion and threats of violence, 28% of victims of online scams, 23% of victims of personal information theft, and 17% of victims of sexual harassment. In addition to this acute reality, the explosion of the Internet has made it more difficult for workers to acquire the necessary skills. 92% of today's jobs require digital skills, but nearly a third of the current workforce lacks these skills. This has directly affected the wages of workers and indirectly affected the country's economy, according to Bergson-Shilcock & Taylor (2023). In response to that urgent need, many universities in Vietnam have begun implementing digital education programs to improve students’ skills and ability to use digital tools and improve management systems, including Vietnam National University - International School. In the focus of VNU-IS's development strategy for the period 2020-2025, the school determined that the development focus is building and operating a digital university (CHIEN LƯỢC PHAT TRIEN, n.), and to do that successfully, digital citizenship education certainly plays an important role in this strategy. However, implementing this program is still a big challenge because this is a new program that does not have many policies or specific textbooks to teach. Motivated by this reality, along with a deep interest in awareness and implementation of DC education, this scientific research report proposes the research topic "Perceived understanding and level of digital citizenship among teachers and students: A case study at VNU-IS." Through an analysis of this topic, the report examines the levels of digital citizenship (DC) among students and the perceived experience of lectures in teaching DC at VNU-IS. It also identifies remaining issues to provide education activists with practical perspectives for building approaches and improving methods for digital citizenship education. This is relevant for students and lecturers in Vietnam, particularly at VNU-IS. Research questions Research question 1: What are the perceptions and levels of digital citizenship of VNU-IS students? § Research question 2: Do VNU-IS students' levels of digital citizenship differ by demographic characteristics? Research question 3: What is the perceived experience of VNU-IS teachers in teaching digital citizenship? 3. Methodologies This research uses a combination of two methods: qualitative and quantitative. While quantitative methods are used to examine students’ digital citizenship levels, qualitative methods are mainly applied to understand teachers' perceived experience. Scope of research The research will focus on two main subject groups: students (first-year to final-year students) and teachers at VNU-IS. Students come from many different regions of Vietnam and study at three faculties of the school (Economies and Management, Applied Linguistics, and Applied Sciences). The group of teachers will also be comprised of instructors currently teaching at VNU-IS faculties. Significance of the study The article presents definitions and models that have been previously investigated and determined to be appropriate for the social context, society, and people of today. It does this by starting with the current state of social reality and orienting itself in line with the worldwide education system. This model has served as the basis for research on the subject, yielding findings that demonstrate the degree of efficacy when using it to teach digital citizenship in Vietnamese universities, including VNU-IS. Considering theoretical contribution, the study provides an overview of DC and popular models of DC through synthesizing and collecting information from previous research articles. Next, the study provides the clearest insight into the roles and responsibilities of students and lecturers in digital citizenship education. The study provides a way to use previous DC definitions and models and implement them to measure students' DC levels and instructors’ perceived experience. And from there, the research creates a premise for future researchers to research this topic further. In terms of practical contribution, the research article provides the most realistic and accurate view of the current state of awareness of students and lecturers in Vietnam in general and 9 VNU - IS in particular about DC. From there, the Study helps readers understand the current status of research and teaching on DC in the educational environment in Vietnam. At the same time, the study affirms the importance of DC education in today's era of increasing technologicalization, modernization, and integration. From there, the research paper provides solutions and proposals to support educators, and school administrators, based at VNU-IS in building and developing appropriate DC teaching curricula for students. Furthermore, the article also provides education managers, policymakers, and stakeholders with insights into the current state of digital citizenship education awareness in VNU-IS. This research might help inform the development of educational policies and methods by policymakers, educational administrators, and stakeholders. Therefore, these efforts can contribute to effectively raising awareness and practicing responsible digital citizenship in Vietnam. The article is divided into five main chapters, the first one focuses on the purpose of the research, the research question, the methodology, and the scope of the research. In the next chapter, it aims to clarify previous definitions, and models to conclude the definitions and models that will be used in this research. Besides, it also mentions the past study of digital citizenship in Vietnam. The third chapter focuses on the context of the study, the results of participants, the methods that will be used to analyze it, the sampling data, and the procedure to encode, and analyze the data. After collecting the data, the fourth section brings readers the results of the data after analysis and will analyze and discuss those results in more depth. This is the premise for the conclusions on this topic to be made and presented. After a process of developing a topic, researching previous research topics, learning about the social context as well and collecting and analyzing data, the final part will reflect on the limitations of the article as well as points that need improvement in the process of collecting and analyzing results. Definitions of digital citizenship Digital citizenship (DC) was first mentioned in the late 1990s (Mancini, 1999). By the mid-2000s, it started to gain more attention. Initially, Ribble et al. (2004) viewed it as the 10 cultural, social, and ethical understanding of concerns related to technology use. A few years later, it was defined as “the ability to participate in society online,” with digital citizens being individuals who frequently used technology, especially for political information and economic gain (Mossberger et al. Others expanded this term to not only encompass participation in virtual society but also the responsible, ethical, and safe use of internet and communication technologies (Ribble, 2011). Over time, the definitions of DC have continued to evolve.