Abstract
In the post-digital era, digital and social media have become increasingly intertwined with secondary school students' lives, which demands digital citizenship education to help them avoid the misuse of technology, such as cyberbullying and cybercrime. Despite growing global attention to digital citizenship, little is known about the status of digital citizenship culture, policies, and teachers’ perceptions and practices in secondary schools in developing countries like Bangladesh. This study aims to explore digital citizenship policies and culture in secondary schools in Bangladesh (specifically in Dhaka) and the perceptions of digital citizenship among secondary school teachers.
This study will be grounded in an interpretivist paradigm and guided by the Complex Adaptive Systems and S3 framework of digital citizenship. Adopting a qualitative approach, the study will use a range of methods, including semi-structured interviews, focus groups, and document analysis. Data will be collected through interviews with 20 secondary school teachers from 5 schools and focus group discussions with assistant head teachers and former students in Dhaka via Microsoft Teams. It is anticipated that the findings will contribute to the development of ICT policy, teachers' professional development, curriculum and textbook innovation, and an effective digital citizenship education framework for developing countries like Bangladesh.