The aim of the current study was to identify the degree to which faculty members in Palestinian universities (An-Najah National University as a model) consider the dimensions of digital citizenship in e-learning from their perspective. To achieve the study's objectives, the researchers adopted the descriptive-analytical approach and developed a questionnaire consisting of (38) items distributed across three domains: respect, learning, and protection. The study population consisted of all faculty members at An-Najah National University, totaling (877) members, and a stratified random sample of (217) members was selected from the study population. The study results showed that the overall degree of consideration for the dimensions of digital citizenship in e-learning, from the perspective of the sample individuals, had a mean of (4.18), indicating a high degree. Respect ranked first with an average of (4.30), which is very high, followed by the learning domain with an average of (4.29), also very high. In the third position was the protection domain with an average of (3.94), indicating a high degree. The results also revealed differences in the means of sample individuals' assessments attributed to the social gender variable in the overall degree and in all domains, with the differences favoring male faculty members. Additionally, there were differences attributed to the nature of specialization in the overall degree, learning domain, and protection domain, with differences favoring the natural sciences specialization. However, there were no differences in the respect domain. Furthermore, there were no differences in the means of sample individuals' assessments attributed to the years of service variable in the overall degree and in all domains.

Title

مجلة نسق

Publisher

الجمعية العراقية للدراسات التربوية والنفسية

Publisher Country

Iraq

Publication Type

Both (Printed and Online)

Volume

41

Year

2024

Pages

914-938