Secondary School Teachers’ Perceptions and Intentions to Promote Digital Ethics Literacy into Classroom Practice
Keywords: digital ethics literacy, digital citizenship, teachers’ intention
Abstract
As teachers and students are increasingly exposed to potential online risks, such as data and privacy threats, they requires digitally literate educators to guide students safely and ethically. This study explores secondary school teachers' perceptions and intentions to integrate digital ethics literacy, such as online safety and data privacy, into their teaching. Using a mixed-methods approach, we invited 30 Indonesian junior and senior high school teachers to participate in a survey, and 17 participants returned data, of whom five were selected for semi-structured interviews to capture a more comprehensive understanding. The survey data were analyzed using descriptive statistics, while thematic analysis was conducted to generate codes and themes in the interview transcripts. Findings indicate that: (1) teachers highlighted the importance of digital ethics literacy and the need for ongoing professional development; (2) teachers expressed interest in integrating digital ethics literacy into their classrooms; (3) while the majority of teachers had some knowledge of digital ethics literacy, many still lacked confidence and consistency in applying key practices, due to the curriculum gaps, varying digital literacy levels, and limited institutional support. The findings of this study carry several implications for teacher training, curriculum development, and institutional policy.
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