تحلیل مفهومی شهروندی دیجیتال و نقش برنامه درسی در تربیت شهروند دیجیتالی

پژوهش در برنامه ریزی درسی

دوره 19، شماره 74، آذر 1401، صفحه 1-22   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2022.1961385.2173

نویسندگان

سارا شهابی¹؛ جواد حاتمی^{* 2}؛ ابراهیم طلایی³؛ سیدمهدی سجادی²

¹دانشجوی دکتری برنامه‌ریزی درسی دانشگاه تربیت مدرس، تهران، ایران.

²استاد گروه علوم تربیتی دانشگاه تربیت مدرس، تهران، ایران.

³دانشیار گروه علوم تربیتی دانشگاه تربیت مدرس، تهران، ایران.

چکیده

ایده­ها و قوانینی برای شهروندان در دنیای دیجیتال به منظور کاهش سوء رفتارها در ارتباط با فناوری­ها و توانمندسازی کودکان برای استفاده مسئولانه از فناوری توسط اندیشمندان حوزه ارتباطات، سیاستگذاران و مسئولان آموزشی ارائه شده است. یکی از مفاهیم جدید جهت مواجهه مناسب با دنیای دیجیتال در عرصه‌های اجتماعی، اقتصادی و سیاسی، توسعه شهروندی دیجیتال است. این مطالعه به بررسی چیستی و عناصر شهروندی دیجیتال همچنین نقش برنامه درسی در تربیت شهروندی دیجیتال پرداخته است. روش تحقیق کیفی از نوع تبیینی تحلیلی است. داده­ها به شیوه اسناد پژوهی گردآوری شده است. جامعه آماری شامل منابع مربوط به حوزه شهروندی دیجیتال می باشد. نمونه گیری به شیوه هدفمند انجام شده است. نتایج بررسی­ها چهار دسته از شهروندی دیجیتال را به عنوان محور این مفهوم مشخص کرده است: 1- شهروندی دیجیتال به مثابه اخلاق. 2- شهروند دیجیتال به مثابه سواد رسانه­ای. 3- شهروند دیجیتال به مثابه مشارکت و تعامل. 4- شهروند دیجیتال به مثابه مخالفت انتقادی. نکته دیگر اینکه چهار دسته از عناصر شهروندی دیجیتال(هویت شخصی، فعالیت آنلاین، تسلط بر محیط دیجیتالی و اخلاق مربوط به محیط دیجیتال)  در قالب مدل  SAFE ارائه شده است. نتایج تحقیق لزوم آموزش و برنامه­های درسی فراگیر محور در جهت ترویج مسئولیت اجتماعی شهروندی در عصر دیجیتال را نشان می­دهد.

کلیدواژه‌ها

شهروندی دیجیتال؛ عناصر شهروندی دیجیتال؛ مشارکت و تعامل دیجیتالی؛ برنامه درسی

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