摘要：This study explored the Lebanese teachers’ perceptions regarding their knowledge, practice and self-efficacy pertaining to digital citizenship. Data were collected from 378 teacher participants from public schools in Beirut, Lebanon. The study used mixed methods employing an adapted form of Rible’s (2015) survey on digital citizenship, alongside a structured focus group interview with 8 teachers drawn randomly from the pool of participant schools. Findings suggest that Lebanese teachers have dispersed and unbalanced perceptions of the concept of digital citizenship, limited practice, and recessive self-efficacy. The study recommends that successful endeavours towards establishing efficient digital citizenship should start with the reconstruction of teachers’ knowledge and level of awareness pertaining to digital citizenship.
