A Proposed Vision for Developing Professional Development Programs for Teachers in the Kingdom of Saudi Arabia in Light of the Requirements and Dimensions of Digital Citizenship

Abstract

The current study aims to identify the requirements and dimensions of digital citizenship that should be included in the professional development programs for teachers in the Kingdom of Saudi Arabia. The descriptive approach was used to identify and assess the availability level of these dimensions and requirements for digital citizenship in professional development programs for teachers. Eighty-three teachers were randomly selected to complete a questionnaire consisting of (6) domains. Five domains are related to the dimensions of citizenship and the obstacles to including digital citizenship requirements in professional development programs for teachers. The results showed that the sample believe that the professional development programs in which they participated contributed to their acquisition of knowledge and skills related to the dimension of availability and access at a medium rate. However, they believe that the professional development programs in which they participated contributed to the acquisition of knowledge and skills related to the dimension of communication and digital cooperation at a low rate. The results also indicated a weak contribution of professional development programs to the acquisition of knowledge and skills related to digital laws, rules, rights and responsibilities. Accordingly, the current study discussed recommendations for developing professional development programs for teachers in the Kingdom of Saudi Arabia.