Document Type : Original Article
Authors
1
PhD in Curriculum Planning, University of Birjand, Birjand, Iran.
2
Department of Educational Sciences, Faculty of Education and Psychology, University of Birjand
3
Assistant Professor, Department of Educational Sciences, University of Birjand, Birjand, Iran.
4
Associate Professor, Department of Counseling and Educational Sciences, University of Bojnourd, Bojnourd, Iran.
10.48310/reek.2026.5202
Abstract
Background and Objectives: This study aimed to identify the status of the continuous bachelor's degree program in Elementary Education at Farhangian University from the perspective of digital citizenship education.
Method: This study employed deductive qualitative content analysis and was conducted in 2025 (1403-1404 SH). The research population consisted of the Elementary Education curriculum document of Farhangian University, implemented uniformly across its campuses and centers nationwide. The document was analyzed using a researcher-made checklist based on the theoretical foundations of the study. The checklist's content validity was confirmed by two experts in curriculum planning and educational technology, and the instrument was revised according to their recommendations. To enhance the credibility of the findings, analytical results were reviewed by the experts, and the final analysis incorporated their feedback.
Findings: The findings indicated that the curriculum addresses digital literacy, digital rights and responsibilities, digital access, and digital etiquette; however, attention to these components varies, with digital literacy receiving the greatest emphasis. Digital communication, digital commerce, digital law, digital health and wellness, and digital security are neglected. Furthermore, the critical approach to digital citizenship is not represented in the curriculum document.
Conclusion: Revising the Elementary Education curriculum at Farhangian University, with emphasis on balanced coverage of digital citizenship components and approaches, could enhance student-teachers' competencies and better prepare them to engage with the challenges of digital life in an informed, responsible, and critical manner.
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