University Students’ Perceptions and Practices of Online Co-construction of Digital Citizenship Competencies

Abstract

Preparing students to engage in global discussions is essential in today’s world. As a result, instructors are increasingly interested in developing ways to enhance university students’ digital citizenship skills. This qualitative study explores methods to foster these skills through asynchronous online discussion activities, focusing on students’ behavior and feedback during and after the activities. Thematic analysis was used to evaluate data collected from the posts of 64 students in 10 groups and the transcript of focus groups and interviews. The findings highlight instructional strategies that enhance students’ digital citizenship, showcasing how they interact with instructors and peers. Students developed key skills such as resilience in handling conflicts, self-motivation, peer learning, and professional communication, including justifying claims and providing evidence. The study also reveals that students demonstrated a deeper understanding of digital citizenship and were eager to apply their skills in various digital contexts. These results offer important insights for higher education institutions on promoting digital citizenship and guiding instructors in integrating it into curricula.