Digital citizenship and digital ethics are closely related concepts regarding how to behave responsibly and ethically in the era of artificial intelligence (AI) in the digital world. The author shared his perspectives on digital citizenship and digital ethics based on his experiences working with PGDs, Master, and MPhil students at Kathmandu University School of Education, Nepal. The author attempted to reflect on how PGDs, Master, and MPhil students understood and acted on these concepts—digital citizenship and digital ethics based on the respecting, educating, and protecting framework of digital citizenship and digital ethics. Further, the author argued that digital citizenship is the responsible and respectful use of technology to engage in online activities: look for trustworthy sources and protect and promote human rights. Similarly, digital ethics are rules and moral principles governing individuals' interpersonal behavior. Overall, the author concluded that digital citizenship and ethics are related concepts that deal with digital technology's moral and social aspects.
TopIntroduction
Living, working, learning, and interacting have been transformed by digital technology for general people and even for learners globally. The students of today have been raised with digital technologies. They are unable to recall a time without digital technologies. For instance, from the beginning of school education, students are busy watching videos or browsing other resources on the internet, social media, and other platforms, as continue in higher education. Consequently, educators (Choi & Park, 2023; Huffman et al., 2020; Li et al., 2023; Wulandari et al., 2021) concluded that students are fully competent in this domain for handling digital technologies. Even when students are comfortable and proficient with digital technologies, their usage may be in/appropriate. For instance, one of my PGD students shared that he is careful with his personal and professional life, while posting any post in social media. Even more, he does not believe everything he reads online. The students may use technology in unethical ways, such as discovering ways to cheat on a test using generative AI such as ChatGPT, Bing Chat and Google Bard Chat. They may use it in socially harmful ways, such as cyberbullying on social media. For instance, to report criminal activity, to assist others, or to conduct oneself properly. In one of the discussions, one MPhil student shared that he treats others as he would like to be treated by others online. He has not faced real-life consequences but heard a lot about insulting and bullying. He further added that in such cases, he respectfully disagrees. Thus, Choi (2016) examined the concept of digital citizenship and its relationship to democratic citizenship education in the internet age and argued that digital citizenship is essential for democratic citizenship education in the internet age. In the digital age, citizens need to be able to use technology to access information, participate in civic discourse, and hold their government accountable. For instance, everyone who participates, learns, and works in the digital landscape must also meet certain requirements to handle digital technologies, such as respectful disagreement, treating others as you would like to be treated, taking permission to use the material, thinking carefully about what your goanna post on any platforms, copyright issue, and respect to intellectual property. These requirements define what it means to be a “digital citizen.” Isman and Canan Gungoren (2014) added that “digital citizens must have extensive skills, knowledge, internet and technology access, and schools must guide the students to be a digital citizen.” (p. 73).