THE DEGREE OF INCLUSION OF DIGITAL CITIZENSHIP DIMENSIONS IN ENGLISH LANGUAGE TEXTBOOKS FOR INTERMEDIATE LEVELS IN THE KINGDOM OF SAUDI ARABIA

Shatha Al-Ghamdi, Hassan Saleem Alqurashi

Abstract


This study investigates the extent to which English language textbooks prescribed for intermediate school students in the Kingdom of Saudi Arabia incorporate the dimensions of digital citizenship based on Ribble’s nine-dimensional model. These dimensions include digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health, wellness, and digital security. A descriptive-analytical research design was adopted to achieve the objectives of the study. Content analysis served as the primary methodological approach. The study sample consisted of three English language textbooks approved for use in the first, second, and third intermediate grades during the academic year 2025. The analysis was conducted using Al-Ghamdi and Al-Saadoun’s (2021) content analysis instrument, which encompasses nine main principal dimensions of digital citizenship represented through thirty-eight indicators. The analysis indicated a low overall level of digital citizenship integration in the examined textbooks, with a mean inclusion rate of 24.6%. Inclusion levels varied by grade, with the second intermediate-grade textbook ranking highest, followed by the first intermediate-grade textbook, and the third intermediate-grade textbook ranking lowest. With respect to specific dimensions, digital literacy demonstrated the highest frequency of inclusion, followed by digital communication. Conversely, digital commerce, digital etiquette, digital law, and digital rights and responsibilities were entirely absent. The dimension of digital security was incorporated to a minimal extent. In light of these findings, the study recommends the systematic and balanced integration of digital citizenship dimensions within English language textbooks to support the development of digitally aware learners capable of engaging with digital technologies in a responsible and ethical manner, consistent with national educational development objectives.

Keywords


digital citizenship; English language textbooks; intermediate stage; content analysis

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References


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DOI: http://dx.doi.org/10.46827/ejel.v11i2.6646

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