Towards an interdisciplinary theoretical model of Digital Citizenship Education Didactics

Abstract

The educational institutions in the French-speaking part of Switzerland have set education for digital citizenship and the development of a digital culture as new goals. The boundaries of these concepts, as well as their operationalization in teaching practices, remain to be defined more precisely.

Following an analysis of the concepts of digital « citizenship » and « culture », the perceptions of 14 primary school teachers from the French-speaking part of Switzerland were documented. Their statements reveal a conceptual confusion and a need for clarification in the light of scientific literature. Consequently, a theoretical model named « Didactique de l’Éducation à la Citoyenneté numérique » is proposed in order to participate in the first steps towards a didactic transposition of conceptual elements.