Abstract

Objectives: This study aimed to examine the reality of digital citizenship among graduate students at Al-Quds University. Methods: A descriptive-analytical approach was adopted, and a random sample of 52 male and female students was selected. To achieve the study objectives, a questionnaire developed by the researchers was administered. Results: The findings revealed that the overall level of digital citizenship was very high. The domains were ranked as follows: the third domain (respect) scored a very high degree, followed by the first domain (protection) with a high degree, and the second domain (education) with a moderately high degree. The results also indicated no statistically significant differences in the overall digital citizenship scores among graduate students at Al-Quds University based on gender, specialization, or academic level. However, significant differences were found in the education domain, favoring students specializing in educational administration and those in their second academic year, while no differences were found in the protection and respect domains. Conclusions: The researchers recommended integrating digital citizenship concepts into school curricula. They also urged curriculum designers to develop educational content on digital citizenship in schools and universities and to create programs that raise students' awareness of technology-related risks, including cybercrimes, internet laws, and intellectual property rights.