Teachers’ and Administrators’ Perceptions of Digital Citizenship in K3 Private Schools in Saudi Arabia: A Case Study

Abstract

It is crucial to integrate technologies into childhood education and teaching digital citizenship, but there are certain barriers to this integration in Saudi Arabia. Elicitation interviews were conducted in the context of this study with six participants, including kindergarten teachers and school leaders. They showed different levels of understanding the concept of digital literacy and citizenship and various levels of valuing technologies as tools for education. For instance, some expressed the need for more awareness and training, and other exhibited a deep understanding of digital citizenship. The study used Rogoff’s sociocultural theory, explored the influence of culture and parents on integrating technologies, and connected these goals with Saudi’s 2030 vision. To foster digital citizenship in early childhood education, a holistic approach is needed, and the integration of collaborative practices, cultural sensitivity, and technological is required.