Document Type
Article
Publication Date
Spring 3-14-2025
Abstract
The recent prominence of social media use necessitates new approaches in forming citizenship practices among the youth, the primary users of these platforms. While schools play a critical role in instilling civic values, dispositions, and skills among young people, it is equally important to examine the role digital literacy plays in facilitating civic engagement. Digital literacy pertains to technical skills in using social media, obtaining knowledge and information on social media, and communicating or expressing opinions on social media. The current study examined the relationship of classroom openness to online civic engagement with digital literacy as a mediating variable. The study was conducted among a national sample of 1005 Grades 9–10 students from public and private, and urban and rural schools across different regions in the Philippines. Classroom openness is a classroom environment where students are encouraged to discuss their opinions on socio-political issues with teachers and classmates. Results show that digital literacy partially mediates the relationship between classroom openness and online civic engagement. There is a significant direct relationship between digital literacy and online civic engagement but also an indirect relationship between classroom openness and online civic engagement via digital literacy. The results also show that students from private schools rated higher in classroom openness, digital literacy, and online civic engagement than their counterparts in public schools. Implications for social justice in the development of classroom openness, digital literacy, and online civic engagement are discussed.
Recommended Citation
Wui, Ma. Glenda; Claudio, Jessica Sandra R.; Zhang, Jie; Reyes, Carl Russel R.; Reyes, Rosselle Trishia; and Leviste, Enrique Niño P., (2025). Role of Classroom Openness in Digital Literacy and Online Civic Engagement Among Filipino High School Students. Archīum.ATENEO.
https://archium.ateneo.edu/sa-faculty-pubs/164
