Perspectives of Secondary School Teachers on the Relevance of Critical Digital Citizenship in Fostering Online Responsibility and Critical Thinking

Anthony Dass*, Christ University, Bengaluru, India
Pramod Kumar, Christ University, Bengaluru, India

https://doi.org/10.9743/JEO.2026.23.1.3

Abstract

The responsible use of technology and cyber ethics requires promoting digital citizenship education. However, digital citizenship does not include issues related to equality, justice, or accessibility in digital and internet-based education. Critical digital citizenship practices address some of these issues. The aim of this research study is to explore secondary school teachers’ perspectives on the relevance of critical digital citizenship in promoting online responsibility and critical perspectives. Semistructured interviews were conducted with 12 secondary school teachers from two different schools. Thematic analysis was used to interpret their views and opinions, and four main themes were identified. All participants agreed that critical digital citizenship is important for teaching and learning in promoting critical online perspectives. Many teachers felt that there are knowledge gaps in this area, so intervention programs are needed for teachers and learners.

Keywords: critical digital citizenship, online responsibility, critical perspectives, secondary school teachers, educational technology

*Corresponding Author: anthonydassj@jesuits.net