The Reality of Secondary School Teachers’ Use of the Madrasati Platform in Promoting Digital Citizenship Values among Their Students in the General Administration of Education in Jazan

Abstract

This study aimed to identify the current state of secondary school teachers’ use of the Madrasati platform within the General Administration of Education in Jazan to promote digital citizenship values among their students. It also examined the influence of gender, years of experience, and academic specialization on this use. The study adopted a descriptive survey method, using a 38-item questionnaire administered to a systematic random sample of 293 male and female teachers. The results indicated that the use of the Madrasati platform to promote digital citizenship was moderate overall, both for the questionnaire as a whole and across its six dimensions: digital access, digital etiquette, digital security, digital law, digital health and safety, and digital rights and responsibilities. The overall arithmetic mean score was 111.41. The results also revealed no statistically significant differences at the 0.05 significance level in teachers’ responses attributable to gender, years of experience, or academic specialization. In light of these findings, the study recommended strengthening specialized professional training in the use of digital platforms to promote digital values and behaviours, as well as designing purposeful digital content within the Madrasati platform that addresses digital citizenship concepts, such as digital security, digital rights, and responsible behaviour.