Digital citizenship in Cambodian upper secondary schools: A curriculum review using the Digital Kids Asia-Pacific framework for education

Abstract

Since its emergence, technology has progressed beyond knowledge. Therefore, competencies are needed to navigate it safely, responsibly, and ethically. A well-designed curriculum forms the core of school strategies to enhance students’ competencies and learning outcomes. This study examines the integration of digital citizenship concepts in Cambodian upper secondary education and identifies areas for improvement through the lens of the Digital Kids Asia-Pacific (DKAP) framework. Using thematic analysis of curriculum documents, this study categorizes digital citizenship (DC) elements within the DKAP framework's core competencies, such as digital safety, ethical participation, and responsible use, in an indicator matrix. The findings reveal that although the Cambodian upper secondary education curriculum partially addresses digital citizenship competencies, considerable gaps remain in digital safety and resilience, digital emotional intelligence, and digital creativity and expression. The need for broader practical integration of DC across subjects calls for more attention to curriculum expansion and alignment with the DKAP framework. This study pinpoints the value of cross-disciplinary integration of DC to encourage the acquisition of a broad understanding of effective and ethical digital participation. Identifying well-rounded approaches, teacher training, and topics is critical to stimulate effective digital citizenship practices in the Cambodian context and others with similar characteristics.

Keywords

• Digital Citizenship
• Policy analysis
• Curriculum mapping

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