The role of inclusive learning Environments in promoting Digital Citizenship Values among Teachers and students from the perspective of public School Principals in The Northeastern Badia Region.

Abstract

This study aimed to reveal the role of integrated learning environments in promoting digital citizenship values among Teachers and students  from the perspective of male and female government school principals, taking into account the variables of gender, educational qualification, and years of experience. To achieve the study's objectives, a descriptive survey methodology was followed, and a random sample of 130 principals was selected during the 2022/2023 academic year. To collect data, a questionnaire consisting of (29) items distributed in three areas was used: professional ethics, the nature of digital interactions, and individual development and achievement. The results showed that the general level of performance on the study instrument was medium. The results revealed that the differences were statistically significant in the estimates of the sample of inclusive Learning Environments in supporting Digital Citizenship values in favour of female principals in the dimensions of professional ethics and the nature of digital interactions, while the differences were significant in all dimensions in favour of male and female principals with 10 years of experience and more. The differences were not significant according to the difference in academic qualifications. The study recommended promoting digital culture and cultural networking to identify best digital practices and utilize them in enhancing the digital citizenship values system.