Implementing Digital Citizenship Elements in Middle School Arabic Language Curriculum in Saudi Arabia

Authors

Abdullah A. R. Aljenobi, Curricula and Instruction Department, College of Education, Imam Abdulrahman bin Faisal University, P.O Box. 1982 Dammam 31441, Saudi ArabiaFollow

Abstract

This study aimed to analyze and evaluate the Arabic language curriculum of middle school in the Kingdom of Saudi Arabia in light of the inclusion of digital citizenship elements. The descriptive analytical approach was used through an analysis form. The Arabic language curricula of the three grades of middle school were analyzed using a content analysis form devised by the researcher. Results showed poor and insufficient inclusion of digital citizenship elements in the curricula of the three grades of middle school. They also showed variation among the three curricula in the inclusion of digital citizenship elements, but, in general, they all remained unsatisfactory. The study recommended more attention to include digital citizenship elements to meet students interests and needs of the digital age. It also suggested conducting more studies in this concern for other curricula of the Arabic language in other stages. The major statistical and analytical approach observed in this study also unveils certain significant factors of digital citizenship that affect the results, factors like experience possessed by the teacher, age, and level of grades. The perspectives of instructors helped to identify the influence upon the teaching standards of Saudi Arabia so that steps could be taken towards the improvement of educational systems.

Recommended Citation

A. R. Aljenobi, Abdullah (2023) "Implementing Digital Citizenship Elements in Middle School Arabic Language Curriculum in Saudi Arabia," Information Sciences Letters: Vol. 12 : Iss. 4 , PP -.
Available at: https://digitalcommons.aaru.edu.jo/isl/vol12/iss4/34