Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2025, Cilt: 8 Sayı: 2, 206 - 225, 31.05.2025

Sreynet Un

https://doi.org/10.31681/jetol.1639704

Öz

Kaynakça

  • Cain, J. (2018). It’s time to confront student mental health issues associated with smartphones and social media. American Journal of Pharmaceutical Education, 82(7), 738–741. https://doi.org/10.5688/AJPE6862
  • Casadio, P., Rackett, T., & Williams, G. (2021). The future of work, technology and the social market economy in Cambodia. In R. Hör & T. Hesketh (Eds.), Future of work digital insights (4th ed., pp. 204–214). Konrad-Adenauer-Stiftung.
  • Chea, P., BO, C., & Ryuto, M. (2022). Cambodian secondary school teachers’ readiness for online teaching during the Covid-19 pandemic. CDRI Working Paper Series No. 134. CDRI.
  • Chen, L. L., Mirpuri, S., Rao, N., & Law, N. (2021). Conceptualization and measurement of digital citizenship across disciplines. Educational Research Review, 33, 100379. https://doi.org/10.1016/j.edurev.2021.100379
  • Choi, M., Glassman, M., & Cristol, D. (2017). What it means to be a citizen in the internet age: Development of a reliable and valid digital citizenship scale. Computers & Education, 107, 100–112. https://doi.org/10.1016/j.compedu.2017.01.002
  • Copp, J. E., Mumford, E. A., & Taylor, B. G. (2021). Online sexual harassment and cyberbullying in a nationally representative sample of teens: Prevalence, predictors, and consequences. Journal of Adolescence, 93, 202–211. https://doi.org/10.1016/j.adolescence.2021.10.003
  • Council of Europe. (2019). Developing and promoting digital citizenship education - Recommendation CM/Rec (2019)10 adopted by the Committee of Ministers of the Council of Europe on 21 November 2020. 25.
  • Culminas-Colis, M. V., & Reyes, W. S. (2024). Integrating digital citizenship in social studies. Journal of Research, Policy & Practice of Teachers & Teacher Education, 14(2), 1–14. https://doi.org/10.37134/jrpptte.vol14.2.1.2024
  • Dash, T., Yem, B., & An, S. (2021). COVID–19, digital transformation, and skills gap among the Cambodian young labor force. In R. Hör & T. Hesketh (Eds.), Future of work digital insights (4th ed., pp. 216–225).
  • Dhamodharan, M., & Sunaina, K. (2023). Cyberbullying: A disturbed psyche and digital abuse in 21st century. In M. Boskovic, G. Misev, & N. Putnik (Eds.), Analyzing new forms of social disorders in modern virtual environments (pp. 224–249). https://doi.org/10.4018/978-1-6684-5760-3.ch010
  • DQ Institute. (2019). DQ global standards report 2019: Common framework for digital literacy, skills and readiness. DQ Institute.
  • Fekih-Romdhane, F., Jahrami, H., Away, R., Trabelsi, K., Pandi-Perumal, S. R., Seeman, M. V., Hallit, S., & Cheour, M. (2023). The relationship between technology addictions and schizotypal traits: Mediating roles of depression, anxiety, and stress. BMC Psychiatry, 23(1), Article 67. https://doi.org/10.1186/s12888-023-04563-9
  • Fernández-Prados, J. S., Lozano-Díaz, A., & Ainz-Galende, A. (2021). Measuring digital citizenship: A comparative analysis. Informatics, 8(1), Article 18. https://doi.org/10.3390/informatics8010018
  • Flores, E. P., & Mean, U. (2024). Digital transformation in Cambodian higher education and its impact on teaching and learning outcomes. Journal of Accounting, Finance, Economics, and Social Sciences, 9(1), 23–34. https://doi.org/10.62458/jafess9(1)3
  • Funk, A., Vesteinsson, K., & Baker, G. (2024). Freedom on the net: The struggle for trust online. https://freedomhouse.org/report/freedom-net/2024/struggle-trust-online
  • Giannoutsou, N., Ioannou, A., Timotheou, S., Miliou, O., Dimitriadis, Y., Cachia, R., Villagrá-Sobrino, & Martínez-Monés, A. (2024). Unpacking the impact of digital technologies in education: Literature review and assessment framework. Publications Office of the European Union. https://doi.org/10.2760/214675
  • Goleman, D. (1996). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
  • Gong, Z., Wang, M., Nanjappan, V., Georgiev, G.V. (2023). Effects of Digital Technologies on Cultural Factors in Creativity Enhancement. In: Chakrabarti, A., Singh, V. (eds) Design in the Era of Industry 4.0, Volume 3. ICORD 2023. Smart Innovation, Systems and Technologies, vol 346. Springer, Singapore. https://doi.org/10.1007/978-981-99-0428-0_32
  • Gottschalk, F. (2019). Impacts of technology use on children: Exploring literature on the brain, cognition and well-being. OECD Education Working Paper No. 195. https://one.oecd.org/document/EDU/WKP%282019%293/En/pdf
  • In-Seong, J., Sang-Mok, J., & Ki-Sang, S. (2022). Design and development of ICT major curriculum for pre-service teacher in developing countries: Focused on Cambodia. Edutainment Research, 4(2), 121–137. https://doi.org/10.36237/koedus.4.2.121
  • James, C., Weinstein, E., & Mendoza, K. (2021). Teaching digital citizens in today’s world: Research and insights behind the commonsense K-12 digital citizenship curriculum. Common Sense Media. https://openlab.bmcc.cuny.edu/edu-210-b18l-fall-2023-j-longley/wp-content/uploads/sites/3085/2023/04/common_sense_education_digital_citizenship_research_backgrounder-2-copy.pdf
  • Jones, L. M., & Mitchell, K. J. (2016). Defining and measuring youth digital citizenship. New Media & Society, 18(9), 2063–2079. https://doi.org/10.1177/1461444815577797
  • Keo, V., Sam, R., Lan, B., & Rouet, W. (2024). Challenges and opportunities of educational technology integration in Cambodian higher education institutions: A literature review. International Journal of Education, Psychology and Counselling (IJEPC), 9(54). https://gaexcellence.com/ijepc/article/view/285
  • Khan, S. K., Sohail, A., & Kashif, M. F. (2024). Toward Digital Resilience: Strategies for Promoting Positive Mental Health in the Age of Social Media. Global Management Sciences Review, IX(I), 12-23. https://doi.org/10.31703/gmsr.2024(IX-I).02
  • Kim, M., & Choi, D. (2018). Development of youth Digital Citizenship Scale and implication for educational setting. Educational Technology & Society, 21(1), 155–171.
  • Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303
  • Komar Rikreay Association. (2021). The impact of COVID-19 on child protection and well-being.
  • Lim, M. (2023). Media literacy education in Cambodia: What, why, how. In K. Heng, K. Sol, S. Kaing, & S. Em (Eds.), Innovations and challenges in Cambodian education: Youth’s perspectives (pp. 131–144). Cambodian Education Forum. http://dx.doi.org/10.62037/cef.book.2023.09.05
  • Mattson, K., & Curran, M. B. (2019). Digital citizenship education: Moving beyond personal responsibility. In B. S. De Abreu, P. Mihailidis, A. Y. Lee, J. Melki, & J. McDougall (Eds.), International Handbook of Media Literacy Education (pp. 144–155). Routledge. https://doi.org/10.4324/9781315628110-13
  • Meates, J. (2020). Problematic digital technology use of children and adolescents: Psychological impact. Teachers and Curriculum, 20(1), 51–62. https://doi.org/10.15663/tandc.v20i1.349
  • Ministry of Post and Telecommunications. (2023). Cambodia Child Online Protection Guideline for the Digital Technology Industry. https://www.unicef.org/cambodia/media/7751/file/Cambodian%20Child%20Online%20Protection%20Guidelines.pdf
  • MoEYS. (2015). Curriculum framework for general education and technical education.
  • MoEYS. (2016). Curriculum framework for general education and technical education.
  • MoEYS. (2019). Cambodia education roadmap 2030.
  • MoEYS. (2024). Education strategic plan 2024-2028 (Issue June).
  • Morel, G. M., & Spector, J. M. (2022). Foundations of educational technology: Integrative approaches and interdisciplinary perspectives. Routledge.
  • Morgan, DL, & Nica, A. (2020). Iterative thematic inquiry: A new method for analyzing qualitative data. International journal of qualitative methods, 19, 1609406920955118.
  • Nizariah, S. (2021). The impact of technology on adolescent social change: A case study on the use of social media. Proceedings of the 2nd International Conference on Science, Technology, and Modern Society (ICSTMS 2020), 576, 500–502. https://doi.org/10.2991/assehr.k.210909.106
  • OECD. (2018). An OECD learning framework 2030. In G. Bast, E. G. Carayannis, D. F. J. Campbell (Eds.), The future of education and labor. Arts, research, innovation and society. Springer. https://doi.org/10.1007/978-3-030-26068-2_3
  • OECD. (2020). What students learn matters: Towards a 21st century curriculum. OECD Publishing. https://doi.org/10.1787/d86d4d9a-en
  • OECD. (2023). OECD digital education outlook 2023: Towards an effective digital education ecosystem. OECD Publishing. https://doi.org/10.1787/c74f03de-en
  • OECD. (2024a). Curriculum flexibility and autonomy: Promoting a thriving learning environment. OECD Publishing. https://doi.org/10.1787/eccbbac2-en
  • OECD. (2024b). Managing screen time: How to protect and equip students against distraction. Programme for International Student Assessment. OECD Publishing. https://www.oecd.org/content/dam/oecd/en/publications/reports/2024/05/managing-screen-time_023f2390/7c225af4-en.pdf
  • Öztürk, G. (2021). Digital citizenship and its teaching: A literature review. Journal of Educational Technology & Online Learning, 4(1), 31-45.
  • Pang, S., Nhor, R., & Em, S. (2022). Cambodian teachers’ readiness of using ICT: The case of rural upper-secondary schools. Jurnal As-Salam, 6(2), 145–162. https://doi.org/10.37249/assalam.v6i2.432
  • Ribble, M., & Bailey, G. D. (2007). Digital citizenship in schools. International Society for Technology in Education.
  • Ribble, M., & Park, M. (2019). The digital citizenship handbook for school leaders: Fostering positive interactions online. International Society for Technology in Education.
  • Segura, L., Estévez, J. F., & Estévez, E. (2020). Empathy and emotional intelligence in adolescent cyber aggressors and cyber victims. International Journal of Environmental Research and Public Health, 17(13), Article 4681. https://doi.org/10.3390/ijerph17134681
  • Slaughter, A., & Newman, E. (2022). New frontiers: Moving beyond cyberbullying to define online harassment. Journal of Online Trust and Safety, 1(2), 1–25. https://doi.org/10.54501/jots.v1i2.5
  • Sok, S., & Heng, K. (2024). Research on teacher education and implications for improving the quality of teacher education in Cambodia. International Journal of Professional Development, Learners and Learning, 6(1), ep2401. https://doi.org/10.30935/ijpdll/14042
  • Sot, V., Chey, C., & Chhinh, S. (2022). The teaching profession in Cambodia: Progress to date and ongoing needs. In 10.1007/978-981-16-8213-1_7.Supreme National Economic Council. (2021). Cambodia Digital Economy and Society Policy Framework 2021-2035. Royal Government of Cambodia. https://itd.mef.gov.kh/sharing category/digital/%0Ahttps://itd.mef.gov.kh/assets/uploads/2021/08/Digital-Economy-and-Society-Framework-EN.pdf
  • Szmodis, W., Russell, M., & Bodzin, A. M. (2015). Using local contexts for learning: The Caring for Cambodia approach. In S. Stratton, R. Hagevik, A. Feldman, & M. Bloom (Eds.), Educating science teachers for sustainability (pp. 363–379). Springer. https://doi.org/10.1007/978-3-319-16411-3_19
  • Thy, S., Im, R., & Iwayama, T. (2023). Examining Cambodian high school science teachers’ perception of Technological Pedagogical Content Knowledge (TPACK). Journal of Science and Education (JSE), 4(1), 1–13. https://doi.org/10.56003/jse.v4i1.232
  • Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review. In Education and Information Technologies, 28(6), 6695–6726. https://doi.org/10.1007/s10639-022-11431-8
  • UNESCO. (2019). Digital Kids Asia-Pacific: Insights into children’s digital citizenship.
  • UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific. https://unesdoc.unesco.org/ark:/48223/pf0000367985
  • UNESCO. (2022). Bangkok statement 2022: Towards an effective learning recovery for all and transforming education in Asia-Pacific. UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific. https://unesdoc.unesco.org/ark:/48223/pf0000381962
  • UNESCO. (2023). Digital citizenship in Asia-Pacific: Translating competencies for teacher innovation and student resilience. UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific. https://unesdoc.unesco.org/ark:/48223/pf0000385426
  • UNESCO Institute for Statistics. (2018). A global framework of reference on digital literacy skills for indicator 4.4.2. UNESCO Institute for Statistics, 51. https://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf
  • UNICEF. (2021). Digital literacy in education systems: Key insights and opinions of young people. UNICEF East Asia and Pacific Regional Office. https://www.unicef.org/eap/media/7766/file/Digital%20Literacy%20in%20Education%20Systems%20Across%20ASEAN%20Cover.pdf
  • UNICEF. (2022). Disrupting harm in Cambodia. https://www.unicef.org/innocenti/media/4136/file/DH-Cambodia-Report-2022.pdf
  • Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2, The Digital Competence framework for citizens – with new examples of knowledge, skills and attitudes. Publications Office of the European Union. https://data.europa.eu/doi/10.2760/115376
  • Yılmaz Özden, Ş. (2023). Investigating the relationship between digital instructional material development self-efficacy, digital literacy and critical thinking disposition. Journal of Educational Technology & Online Learning, 6(4), 911-924

Digital citizenship in Cambodian upper secondary schools: A curriculum review using the Digital Kids Asia-Pacific framework for education

Yıl 2025, Cilt: 8 Sayı: 2, 206 - 225, 31.05.2025

Sreynet Un

https://doi.org/10.31681/jetol.1639704

Öz

Since its emergence, technology has progressed beyond knowledge. Therefore, competencies are needed to navigate it safely, responsibly, and ethically. A well-designed curriculum forms the core of school strategies to enhance students’ competencies and learning outcomes. This study examines the integration of digital citizenship concepts in Cambodian upper secondary education and identifies areas for improvement through the lens of the Digital Kids Asia-Pacific (DKAP) framework. Using thematic analysis of curriculum documents, this study categorizes digital citizenship (DC) elements within the DKAP framework's core competencies, such as digital safety, ethical participation, and responsible use, in an indicator matrix. The findings reveal that although the Cambodian upper secondary education curriculum partially addresses digital citizenship competencies, considerable gaps remain in digital safety and resilience, digital emotional intelligence, and digital creativity and expression. The need for broader practical integration of DC across subjects calls for more attention to curriculum expansion and alignment with the DKAP framework. This study pinpoints the value of cross-disciplinary integration of DC to encourage the acquisition of a broad understanding of effective and ethical digital participation. Identifying well-rounded approaches, teacher training, and topics is critical to stimulate effective digital citizenship practices in the Cambodian context and others with similar characteristics.

Anahtar Kelimeler

Digital Citizenship Policy analysis Curriculum mapping

Kaynakça

  • Cain, J. (2018). It’s time to confront student mental health issues associated with smartphones and social media. American Journal of Pharmaceutical Education, 82(7), 738–741. https://doi.org/10.5688/AJPE6862
  • Casadio, P., Rackett, T., & Williams, G. (2021). The future of work, technology and the social market economy in Cambodia. In R. Hör & T. Hesketh (Eds.), Future of work digital insights (4th ed., pp. 204–214). Konrad-Adenauer-Stiftung.
  • Chea, P., BO, C., & Ryuto, M. (2022). Cambodian secondary school teachers’ readiness for online teaching during the Covid-19 pandemic. CDRI Working Paper Series No. 134. CDRI.
  • Chen, L. L., Mirpuri, S., Rao, N., & Law, N. (2021). Conceptualization and measurement of digital citizenship across disciplines. Educational Research Review, 33, 100379. https://doi.org/10.1016/j.edurev.2021.100379
  • Choi, M., Glassman, M., & Cristol, D. (2017). What it means to be a citizen in the internet age: Development of a reliable and valid digital citizenship scale. Computers & Education, 107, 100–112. https://doi.org/10.1016/j.compedu.2017.01.002
  • Copp, J. E., Mumford, E. A., & Taylor, B. G. (2021). Online sexual harassment and cyberbullying in a nationally representative sample of teens: Prevalence, predictors, and consequences. Journal of Adolescence, 93, 202–211. https://doi.org/10.1016/j.adolescence.2021.10.003
  • Council of Europe. (2019). Developing and promoting digital citizenship education - Recommendation CM/Rec (2019)10 adopted by the Committee of Ministers of the Council of Europe on 21 November 2020. 25.
  • Culminas-Colis, M. V., & Reyes, W. S. (2024). Integrating digital citizenship in social studies. Journal of Research, Policy & Practice of Teachers & Teacher Education, 14(2), 1–14. https://doi.org/10.37134/jrpptte.vol14.2.1.2024
  • Dash, T., Yem, B., & An, S. (2021). COVID–19, digital transformation, and skills gap among the Cambodian young labor force. In R. Hör & T. Hesketh (Eds.), Future of work digital insights (4th ed., pp. 216–225).
  • Dhamodharan, M., & Sunaina, K. (2023). Cyberbullying: A disturbed psyche and digital abuse in 21st century. In M. Boskovic, G. Misev, & N. Putnik (Eds.), Analyzing new forms of social disorders in modern virtual environments (pp. 224–249). https://doi.org/10.4018/978-1-6684-5760-3.ch010
  • DQ Institute. (2019). DQ global standards report 2019: Common framework for digital literacy, skills and readiness. DQ Institute.
  • Fekih-Romdhane, F., Jahrami, H., Away, R., Trabelsi, K., Pandi-Perumal, S. R., Seeman, M. V., Hallit, S., & Cheour, M. (2023). The relationship between technology addictions and schizotypal traits: Mediating roles of depression, anxiety, and stress. BMC Psychiatry, 23(1), Article 67. https://doi.org/10.1186/s12888-023-04563-9
  • Fernández-Prados, J. S., Lozano-Díaz, A., & Ainz-Galende, A. (2021). Measuring digital citizenship: A comparative analysis. Informatics, 8(1), Article 18. https://doi.org/10.3390/informatics8010018
  • Flores, E. P., & Mean, U. (2024). Digital transformation in Cambodian higher education and its impact on teaching and learning outcomes. Journal of Accounting, Finance, Economics, and Social Sciences, 9(1), 23–34. https://doi.org/10.62458/jafess9(1)3
  • Funk, A., Vesteinsson, K., & Baker, G. (2024). Freedom on the net: The struggle for trust online. https://freedomhouse.org/report/freedom-net/2024/struggle-trust-online
  • Giannoutsou, N., Ioannou, A., Timotheou, S., Miliou, O., Dimitriadis, Y., Cachia, R., Villagrá-Sobrino, & Martínez-Monés, A. (2024). Unpacking the impact of digital technologies in education: Literature review and assessment framework. Publications Office of the European Union. https://doi.org/10.2760/214675
  • Goleman, D. (1996). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
  • Gong, Z., Wang, M., Nanjappan, V., Georgiev, G.V. (2023). Effects of Digital Technologies on Cultural Factors in Creativity Enhancement. In: Chakrabarti, A., Singh, V. (eds) Design in the Era of Industry 4.0, Volume 3. ICORD 2023. Smart Innovation, Systems and Technologies, vol 346. Springer, Singapore. https://doi.org/10.1007/978-981-99-0428-0_32
  • Gottschalk, F. (2019). Impacts of technology use on children: Exploring literature on the brain, cognition and well-being. OECD Education Working Paper No. 195. https://one.oecd.org/document/EDU/WKP%282019%293/En/pdf
  • In-Seong, J., Sang-Mok, J., & Ki-Sang, S. (2022). Design and development of ICT major curriculum for pre-service teacher in developing countries: Focused on Cambodia. Edutainment Research, 4(2), 121–137. https://doi.org/10.36237/koedus.4.2.121
  • James, C., Weinstein, E., & Mendoza, K. (2021). Teaching digital citizens in today’s world: Research and insights behind the commonsense K-12 digital citizenship curriculum. Common Sense Media. https://openlab.bmcc.cuny.edu/edu-210-b18l-fall-2023-j-longley/wp-content/uploads/sites/3085/2023/04/common_sense_education_digital_citizenship_research_backgrounder-2-copy.pdf
  • Jones, L. M., & Mitchell, K. J. (2016). Defining and measuring youth digital citizenship. New Media & Society, 18(9), 2063–2079. https://doi.org/10.1177/1461444815577797
  • Keo, V., Sam, R., Lan, B., & Rouet, W. (2024). Challenges and opportunities of educational technology integration in Cambodian higher education institutions: A literature review. International Journal of Education, Psychology and Counselling (IJEPC), 9(54). https://gaexcellence.com/ijepc/article/view/285
  • Khan, S. K., Sohail, A., & Kashif, M. F. (2024). Toward Digital Resilience: Strategies for Promoting Positive Mental Health in the Age of Social Media. Global Management Sciences Review, IX(I), 12-23. https://doi.org/10.31703/gmsr.2024(IX-I).02
  • Kim, M., & Choi, D. (2018). Development of youth Digital Citizenship Scale and implication for educational setting. Educational Technology & Society, 21(1), 155–171.
  • Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303
  • Komar Rikreay Association. (2021). The impact of COVID-19 on child protection and well-being.
  • Lim, M. (2023). Media literacy education in Cambodia: What, why, how. In K. Heng, K. Sol, S. Kaing, & S. Em (Eds.), Innovations and challenges in Cambodian education: Youth’s perspectives (pp. 131–144). Cambodian Education Forum. http://dx.doi.org/10.62037/cef.book.2023.09.05
  • Mattson, K., & Curran, M. B. (2019). Digital citizenship education: Moving beyond personal responsibility. In B. S. De Abreu, P. Mihailidis, A. Y. Lee, J. Melki, & J. McDougall (Eds.), International Handbook of Media Literacy Education (pp. 144–155). Routledge. https://doi.org/10.4324/9781315628110-13
  • Meates, J. (2020). Problematic digital technology use of children and adolescents: Psychological impact. Teachers and Curriculum, 20(1), 51–62. https://doi.org/10.15663/tandc.v20i1.349
  • Ministry of Post and Telecommunications. (2023). Cambodia Child Online Protection Guideline for the Digital Technology Industry. https://www.unicef.org/cambodia/media/7751/file/Cambodian%20Child%20Online%20Protection%20Guidelines.pdf
  • MoEYS. (2015). Curriculum framework for general education and technical education.
  • MoEYS. (2016). Curriculum framework for general education and technical education.
  • MoEYS. (2019). Cambodia education roadmap 2030.
  • MoEYS. (2024). Education strategic plan 2024-2028 (Issue June).
  • Morel, G. M., & Spector, J. M. (2022). Foundations of educational technology: Integrative approaches and interdisciplinary perspectives. Routledge.
  • Morgan, DL, & Nica, A. (2020). Iterative thematic inquiry: A new method for analyzing qualitative data. International journal of qualitative methods, 19, 1609406920955118.
  • Nizariah, S. (2021). The impact of technology on adolescent social change: A case study on the use of social media. Proceedings of the 2nd International Conference on Science, Technology, and Modern Society (ICSTMS 2020), 576, 500–502. https://doi.org/10.2991/assehr.k.210909.106
  • OECD. (2018). An OECD learning framework 2030. In G. Bast, E. G. Carayannis, D. F. J. Campbell (Eds.), The future of education and labor. Arts, research, innovation and society. Springer. https://doi.org/10.1007/978-3-030-26068-2_3
  • OECD. (2020). What students learn matters: Towards a 21st century curriculum. OECD Publishing. https://doi.org/10.1787/d86d4d9a-en
  • OECD. (2023). OECD digital education outlook 2023: Towards an effective digital education ecosystem. OECD Publishing. https://doi.org/10.1787/c74f03de-en
  • OECD. (2024a). Curriculum flexibility and autonomy: Promoting a thriving learning environment. OECD Publishing. https://doi.org/10.1787/eccbbac2-en
  • OECD. (2024b). Managing screen time: How to protect and equip students against distraction. Programme for International Student Assessment. OECD Publishing. https://www.oecd.org/content/dam/oecd/en/publications/reports/2024/05/managing-screen-time_023f2390/7c225af4-en.pdf
  • Öztürk, G. (2021). Digital citizenship and its teaching: A literature review. Journal of Educational Technology & Online Learning, 4(1), 31-45.
  • Pang, S., Nhor, R., & Em, S. (2022). Cambodian teachers’ readiness of using ICT: The case of rural upper-secondary schools. Jurnal As-Salam, 6(2), 145–162. https://doi.org/10.37249/assalam.v6i2.432
  • Ribble, M., & Bailey, G. D. (2007). Digital citizenship in schools. International Society for Technology in Education.
  • Ribble, M., & Park, M. (2019). The digital citizenship handbook for school leaders: Fostering positive interactions online. International Society for Technology in Education.
  • Segura, L., Estévez, J. F., & Estévez, E. (2020). Empathy and emotional intelligence in adolescent cyber aggressors and cyber victims. International Journal of Environmental Research and Public Health, 17(13), Article 4681. https://doi.org/10.3390/ijerph17134681
  • Slaughter, A., & Newman, E. (2022). New frontiers: Moving beyond cyberbullying to define online harassment. Journal of Online Trust and Safety, 1(2), 1–25. https://doi.org/10.54501/jots.v1i2.5
  • Sok, S., & Heng, K. (2024). Research on teacher education and implications for improving the quality of teacher education in Cambodia. International Journal of Professional Development, Learners and Learning, 6(1), ep2401. https://doi.org/10.30935/ijpdll/14042
  • Sot, V., Chey, C., & Chhinh, S. (2022). The teaching profession in Cambodia: Progress to date and ongoing needs. In 10.1007/978-981-16-8213-1_7.Supreme National Economic Council. (2021). Cambodia Digital Economy and Society Policy Framework 2021-2035. Royal Government of Cambodia. https://itd.mef.gov.kh/sharing category/digital/%0Ahttps://itd.mef.gov.kh/assets/uploads/2021/08/Digital-Economy-and-Society-Framework-EN.pdf
  • Szmodis, W., Russell, M., & Bodzin, A. M. (2015). Using local contexts for learning: The Caring for Cambodia approach. In S. Stratton, R. Hagevik, A. Feldman, & M. Bloom (Eds.), Educating science teachers for sustainability (pp. 363–379). Springer. https://doi.org/10.1007/978-3-319-16411-3_19
  • Thy, S., Im, R., & Iwayama, T. (2023). Examining Cambodian high school science teachers’ perception of Technological Pedagogical Content Knowledge (TPACK). Journal of Science and Education (JSE), 4(1), 1–13. https://doi.org/10.56003/jse.v4i1.232
  • Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review. In Education and Information Technologies, 28(6), 6695–6726. https://doi.org/10.1007/s10639-022-11431-8
  • UNESCO. (2019). Digital Kids Asia-Pacific: Insights into children’s digital citizenship.
  • UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific. https://unesdoc.unesco.org/ark:/48223/pf0000367985
  • UNESCO. (2022). Bangkok statement 2022: Towards an effective learning recovery for all and transforming education in Asia-Pacific. UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific. https://unesdoc.unesco.org/ark:/48223/pf0000381962
  • UNESCO. (2023). Digital citizenship in Asia-Pacific: Translating competencies for teacher innovation and student resilience. UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific. https://unesdoc.unesco.org/ark:/48223/pf0000385426
  • UNESCO Institute for Statistics. (2018). A global framework of reference on digital literacy skills for indicator 4.4.2. UNESCO Institute for Statistics, 51. https://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf
  • UNICEF. (2021). Digital literacy in education systems: Key insights and opinions of young people. UNICEF East Asia and Pacific Regional Office. https://www.unicef.org/eap/media/7766/file/Digital%20Literacy%20in%20Education%20Systems%20Across%20ASEAN%20Cover.pdf
  • UNICEF. (2022). Disrupting harm in Cambodia. https://www.unicef.org/innocenti/media/4136/file/DH-Cambodia-Report-2022.pdf
  • Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2, The Digital Competence framework for citizens – with new examples of knowledge, skills and attitudes. Publications Office of the European Union. https://data.europa.eu/doi/10.2760/115376
  • Yılmaz Özden, Ş. (2023). Investigating the relationship between digital instructional material development self-efficacy, digital literacy and critical thinking disposition. Journal of Educational Technology & Online Learning, 6(4), 911-924
Toplam 63 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Öğretim Teknolojileri
Bölüm Makaleler
Yazarlar

Sreynet Un 0009-0002-8570-2775

Yayımlanma Tarihi 31 Mayıs 2025
Gönderilme Tarihi 14 Şubat 2025
Kabul Tarihi 2 Mayıs 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 8 Sayı: 2

Kaynak Göster

APA Un, S. (2025). Digital citizenship in Cambodian upper secondary schools: A curriculum review using the Digital Kids Asia-Pacific framework for education. Journal of Educational Technology and Online Learning, 8(2), 206-225. https://doi.org/10.31681/jetol.1639704
 Kapak Resmi İndir