How students can be effective citizens in the digital age: Establishing the Teachers' Perceptions on Digital Citizenship Scale

Abstract As teachers are purveyors of digital citizenship and their perspectives influence classroom practice, it is important to understand teachers' views on digital citizenship. This study establishes the Teachers' Perceptions of Digital Citizenship Scale (T‐PODS) as a survey instrument for scholars to investigate educators' views on digital citizenship for their students. Drawing upon existing research, a theorized model of digital citizenship was developed and validated via a confirmatory factor analysis (CFA), resulting in a 14‐item four‐factor model. Factor constructs include digital ethics, participation and engagement, informed citizens and civic know‐how. As teachers' views can shift over time, particularly with the emergence of new technologies, scholars can utilize T‐PODS as they investigate educators' perceptions of digital citizenship across time and context. Practitioner notes What is already known about this topic Digital citizenship is crucial for modern society and involves becoming a well‐informed and responsible participant in digital spaces. A few instruments exist for measuring digital citizenship, which have focused on the behaviours and perceptions of young people, including children and university students. Teachers play an important role in helping children develop their digital citizenship skills. What this paper adds This study presents a new validated model that conceptualizes four key constructs of digital citizenship: digital ethics, participation and engagement, informed citizen and civic know‐how. It also demonstrates the relationship between these constructs and their connections to the literature. This article also establishes the Teachers' Perceptions of Digital Citizenship Scale (T‐PODS), a 14‐item survey instrument that measures teachers' perceptions of these four constructs. Implications for practice and/or policy Researchers and educators can use T‐PODS to understand teachers' perceptions of digital citizenship across time, locations and contexts. Drawing upon the four key constructs, teachers can identify and address constructs, skills and processes that are most applicable to their students and educational goals. Policymakers and curriculum developers can utilize these four constructs to develop both targeted and well‐rounded digital citizenship educational experiences.