Document Type

Conference Proceeding

Publication Date

11-2025

Abstract

Digital citizenship and technology competency are vital for effective teaching and learning in today’s technology-driven educational environment (Ribble, 2011). Despite widespread technology use, challenges persist regarding students’ responsible and ethical use of digital tools, highlighting the need for improved digital citizenship education (Ribble & Bailey, 2004). Teachers’ proficiency in integrating technology is key to fostering students’ positive digital practices (Department of Education, 2017). This study aimed to assess the digital citizenship levels of junior high school students and the technology competence of their teachers. Grounded in Mike Ribble’s nine elements of digital citizenship and the Philippine Professional Standards for Teachers’ four career stages, it investigated the influence of age, teaching experience, subject taught, and ICT training on teachers’ technology skills. Using descriptive research design and proportionate stratified sampling, data were collected from 360 students and 48 full-time teachers via a modified Digital Citizenship Audit and Technology Competency rubric. Quantitative analysis, including means, percentages, and F-tests, was applied. Results revealed moderate to high technology use by students, accompanied by above-average misuse, despite recognizing digital citizenship’s importance. Teachers demonstrated high to distinguished technology competence but lacked awareness of digital citizenship integration in instruction. The study highlights the gap between technology use and digital citizenship practice, underlining the need for professional development focused on digital citizenship education. These findings provide a foundation for crafting policies and programs to promote ethical, safe, and effective technology use in schools, contributing to the development of responsible digital citizens.

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