Developing a Cyber Citizenship Behavior Model with Emphasis on Mobile Learning in Iran’s Education System
Keywords:
Citizenship behavior, cyber citizenship behavior, mobile learning, education systemAbstract
This study aimed to design and validate a comprehensive cyber citizenship behavior model with an emphasis on mobile learning in Iran’s education system. A sequential qualitative design was employed. In the model development phase, grounded theory with open, axial, and selective coding was applied, followed by a three-round Delphi validation process. Participants included 23 experts in the design phase and 17 experts in the validation phase selected through snowball and purposive sampling. Data were collected using semi-structured interviews and expert evaluation checklists and analyzed using SPSS. Validity was established through expert review, and reliability was confirmed through test–retest with a coefficient of 0.87. The final model consisted of 11 core categories, 27 subcategories, and 121 indicators structured within causal, contextual, intervening, central phenomenon, strategic, and outcome dimensions. The results indicated strong expert consensus across all dimensions, confirming the robustness and coherence of the proposed model. The developed model provides a practical and policy-oriented framework for strengthening cyber citizenship behavior, enhancing the effectiveness of mobile learning, and promoting educational equity in Iranian schools.
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References
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