Understanding and promoting digital citizenship in primary schools: perspectives of school principals

Background Digital technologies are increasingly embedded in primary schooling, creating opportunities for learning while raising concerns about responsible, ethical and safe participation in digital environments. Although school principals are positioned to influence how schools respond to these challenges, limited research has examined how they understand digital citizenship and schools’ responsibilities for promoting it. Objective This study explored primary-school principals’ understandings of digital citizenship and their perceptions of schools’ responsibilities for promoting it among learners and staff. Methods Situated within an interpretivist paradigm, the study adopted a qualitative multiple-case study design involving five public primary schools in the Tshwane South Education District, Gauteng Province, South Africa. Data from one principal from each school were generated during a facilitated workshop comprising individual open-ended Slido responses and subsequent group discussion. Data were analysed using reflexive thematic analysis incorporating within-case and cross-case analysis, with Choi's multidimensional conceptualisation of digital citizenship subsequently used as a sensitising interpretive lens. Results Principals constructed digital citizenship as responsible participation rather than technological competence alone, encompassing ethical conduct, judgement, safety, digital identity and, to varying degrees, digital literacy and participation. They also constructed its promotion as an institutional responsibility, involving policy and governance, capacity building, everyday school practices, stakeholder involvement and, in some accounts, technological access. The dimensions and institutional mechanisms foregrounded varied across principals’ accounts. Conclusion The study foregrounds principals’ perspectives in digital citizenship scholarship and identifies an apparent within-account correspondence between the dimensions of digital citizenship principals foregrounded and the responsibilities they attributed to schools. This correspondence reflects patterns within principals’ accounts rather than evidence that their understandings determine school practices. The findings also contribute to discussions on leading for joy and flourishing in education by highlighting how school leadership for digital citizenship may help create safe, respectful and inclusive digital environments that foster positive relationships, meaningful participation and opportunities for learners and educators to flourish.