مقایسۀ اثربخشی آموزش حضوری و مجازی بستۀ جامع آموزش شهروندی بر رفتارهای شهروندی رسانه‎‌ای و دیجیتالی دانشجویان

این پژوهش با هدف مقایسۀ اثربخشی آموزش حضوری و مجازی بستۀ جامع آموزش شهروندی بر رفتارهای شهروندی مرتبط با رسانه و دیجیتال دانشجویان انجام شد. آزمایش دارای طرح چهارگروهی، شامل دو گروه آزمایش (حضوری و مجازی) و دو گروه گواه و با طرح پیش‎‌آزمون، پس‎‌آزمون و پیگیری دوماهه بود. از میان دانشجویان در زمستان 1401 و بهار 1402 به روش انتخاب نمونۀ هدفمند، برای هر گروه 25 نفر که معیارهای ورود مدنظر را دارا بودند، گزینش شد و به‌صورت تصادفی در 4 گروه جایگزین شدند. آموزش شهروندی به کمک بستۀ محقق ساخته با اعتبار تخصصی 0.93، به‌صورت حضوری برای یک گروه و به‌صورت مجازی برای گروهی دیگر، در 5 جلسۀ90 دقیقه‌ای اجرا شد. برای گردآوری داده‎‌ها، پرسش‌نامۀ ایران‎‌نژاد و همکاران (1402الف) به کار رفت. داده‎‌ها به کمک تحلیل واریانس اندازه‎‌گیری مکرر‎‌‎‌‎‌ و آزمون تعقیبی بونفرونی در نرم‌افزار spss نسخۀ 26 تحلیل شدند. آموزش حضوری و مجازی بر رفتارهای مرتبط با رسانه و دیجیتالی دانشجویان موثر بود و باعث افزایش این رفتارها شد. و تفاوت معناداری بین پیامدهای رفتارهای حاصل از دو شیوۀ آموزشی دیده نشد. به نظر می‎‌رسد می‌توان به‌صورت حضوری یا مجازی دانش لازم برای مشارکت شهروندان را در حدی افزایش داد که آگاهانه در مسائل و مشکلات جامعه، خود را سهیم بدانند و به فعالیت روی آورند.

virtual comprehensive citizenship education on media and digital citizenship behaviors

introductionthe reality of human existence underscores the impossibility of living in isolation; group activities inherently require active participation of their members (qian, 2020). this engagement not only helps shape and sustain group identity, but also fosters an understanding among individuals of their roles within society and the broader objectives of the community. by recognizing their responsibilities, individuals commit to fulfilling them. consequently, the concepts of participation and citizenship are inextricably linked, with participation serving as a prerequisite for citizenship (huntjens & kemp, 2022). citizenship is a fundamental aspect of contemporary political and social systems (qian, 2020). dictionaries define citizenship as the desirable social behavior aligned with societal values aimed at nurturing responsible citizens (al-qatawneh et al., 2019). over time, citizenship has evolved to represent a set of purposeful relationships among individuals, who aspire to live harmoniously, functioning as a social contract designed to enhance welfare, security, and individual conduct within society (huntjens & kemp, 2022). a good citizen embodies an authentic identity, demonstrates traits valued by society, feels a sense of belonging to its social and cultural milieu, and trusts that a robust legal framework safeguards his/her rights. this trust cultivates a sense of responsibility and informed participation in societal governance (neequaye-kotey, 2023). according to marshall’s classical theory, citizenship comprises the threecivil, political, and social dimensions (qian, 2020). in the contemporary landscape marked by the expansion of digital and media spaces, new dimensions, such as digital and media citizenship, have emerged within modern citizenship education. the swift evolution of information and communication technologies has transformed human interactions, complicating the analysis of civic and political actions through traditional frameworks (richardson & milovidov, 2019). digital citizenship presents new avenues for civic and political participation, particularly through social media and interactive technologies, while also introducing challenges related to privacy and security (keating, 2016). digital citizenship skills encompass the competencies essential for thriving in the online world, engaging in online learning, and ensuring online security (mahadir et al., 2021). digital ethics pertains to the safe, ethical, and responsible behaviors of internet users, while participation involves leveraging the internet for political, economic, social, and cultural activities (choi et al., 2017). rotaru (2014) argued that citizenship education and media literacy are among the most effective tools for establishing a new social contract centered on citizens’ rights and responsibilities, thereby enhancing social cohesion and solidarity in the modern world. virtual communities represent a novel form of socialization, embodying the civic norms of traditional societies. to cultivate a shared understanding of citizenship rights and responsibilities, education plays a crucial role. citizenship education is a multidimensional concept designed to prepare the youth to embrace their roles and responsibilities as citizens. according to unesco, it encompasses 3 key themes: 1) educating individuals about human and citizenship rights, 2) fostering individual judgment and critical thinking, and 3) promoting a sense of individual and social responsibility (petrekaki et al., 2021). this form of education provides opportunities for acquiring the knowledge, attitudes, and skills necessary for effective interaction with others and active participation in political and social life (granados-sánchez, 2023). citizenship is not an innate quality; individuals become citizens through both formal and informal education over time (gisewhite, 2023).