Thai undergraduate digital citizenship skills education: A second-order confirmatory factor analysis

Abstract

From the study’s initial qualitative analysis, 10 latent variables and 22 indicators concerning digital citizenship skills (DCS) were used in a questionnaire on a sample of 506 Thai Business Computer Programme undergraduate students attending one of six regional Thai Rajabhat Universities. Goodness-of-fit and descriptive statistical analysis [mean, standard deviation, Kaiser–Meyer–Olkin index analysis and Bartlett’s test of sphericity were analysed by using SPSS® for Windows Version 21 and LISREL 9.10 for the second-order confirmatory factor analysis CFA. The results revealed that each student’s opinion on their DCSs had a ‘high agreement’ level. Moreover, importance ranking from high to low of the 10 primary indicators was each student’s footprint (1.00), cyberbullying (1.00), law (0.97), access (0.88), security (0.84), literacy (0.83), empathy (0.81), etiquette (0.80), collaboration (0.70) and thinking (0.65). Therefore, it is suggested that this study’s results be used to assist various agencies and ministries in building programmes for student digital citizenship skills.
 
 Keywords: Digital skills education; student cyberbullying; student digital footprints; teaching digital literacy; Thailand

Thai undergraduate science, technology, engineering, arts, and math (STEAM) creative thinking and innovation skill development: a conceptual model using a digital virtual classroom learning environment

“… Step 2: The primary researcher developed the VCLE STEAM-ification model after consultation with his advisor. After that, the model was presented to a Focus group of 19 experts for their comments, suggestions, model quality assessment and suitability (Nyumba et al, 2018 ; Ruenphongphun et al, 2021 ; Srikan et al, 2021 ; Tremblay et al, 2012 ). Step 3: The researcher then used the proposed VCLE STEAM-ification model to experiment with students (This data is not included in this article due to its extensive and supplemental nature).…”

“…Step 2: The primary researcher developed the VCLE STEAM-ification model after consultation with his advisor. After that, the model was presented to a Focus group of 19 experts for their comments, suggestions, model quality assessment and suitability (Nyumba et al, 2018 ; Ruenphongphun et al, 2021 ; Srikan et al, 2021 ; Tremblay et al, 2012 ).…”

Empirical analysis of factors influencing student satisfaction with online learning systems during the COVID-19 pandemic in Thailand

“…Facilitating Conditions (FC) ICT infrastructure (x11) Internet connectivity (x12) 3 3 (Bisht et al, 2020;Chardnarumarn et al, 2021;Darawong and Widayati, 2021;Dhawan, 2020;Faize and Nawaz, 2020;Hebebci et al, 2020;Kuo et al, 2013;Mendoza et al, 2017;Nambiar, 2020;Nonthamand et al, 2021;Oranop, 2016;Rasmitadila et al, 2020;Ruenphongphun et al, 2021;Venkatesh et al, 2003;Zhou et al, 2020).…”

“…Using these teachers as a base for the provincial studies and student support, multi-stage random sampling was used to identify and invite the study's participants, who were then asked their opinions concerning their satisfaction with their experiences using their online learning system during the COVID-19 pandemic (Table 2). The Google Form online tool was used to obtain each student's Thai language response to the questionnaire (Ruenphongphun et al, 2021).…”

“…In Thailand, the Ministry of Education (MOE), even before the COVID 19 pandemic, had started significant initiatives in developing information and communication infrastructure (ICT) under the MOE's Thailand ICT Framework (ICT 2020) and a Smart Thailand 2020 strategy (Ruenphongphun et al, 2021). Under these strategies, key components were outlined in which ICT access would be expanded through an ongoing ICT infrastructure development program, including greater mobile broadband penetration and increased Thai citizen information and digital literacy (Oranop, 2016).…”