Abstract:

In the context of a highly technologized society, issues related to digital intelligence, digital maturity, and online civility are becoming topics of major interest. Today’s users must possess extensive digital knowledge and skills in order to fully enjoy the wide range of benefits brought by the use of digital tools. In addition, the self-esteem of internet users should not be overlooked, as it is a defining element in building individual success. The maturity with which all internet users—children included—must make online choices, the awareness of the traces they constantly leave in the digital environment through their activities, and the set of behaviors that reflect online civility are defining elements in shaping a “healthy” future society.

Our paper presents two comparative quantitative studies involving primary school pupils, aimed at analyzing the development of skills needed by the digital citizens of the future. The purpose of the first study was to investigate the relationship between concepts such as digital knowledge and skills and self-esteem, with the study's results representing an important contribution to school practice and beyond. We aimed to identify the relationship between the level of self-esteem and digital skills, as well as between self-esteem and digital knowledge among pupils aged 10 to 11. Based on the results obtained, we observed that the self-esteem of primary school pupils significantly influences only their digital knowledge, unlike their digital skills. The relationship between digital knowledge and self-esteem is significant, whereas the relationship between the participants’ digital skills and their self-esteem is not. This indicates that pupils with higher self-esteem show greater interest in acquiring the knowledge needed for the efficient use of digital tools.

The second study aimed to analyze the role of digital maturity and children’s awareness of their digital footprint in encouraging appropriate online behavior. A total of 349 primary school pupils aged 10–11 participated in the study. We focused on analyzing the digital behavior of primary school pupils, particularly the influence of digital maturity on their online civility. This analysis was important in understanding children’s online behavior, as it is influenced by internal factors such as developmental level and personal characteristics, in addition to external influences (family, peer group, school community, etc.). The results show that children’s digital maturity promotes online civility as well as significant awareness of their digital footprint. Children with a high level of digital maturity demonstrate positive online behaviors, remain vigilant to dangers, and show responsibility in the choices they make on the internet. They are also aware of the traces they leave online, creating a “clean” digital footprint.

These results are important for educational practice, especially given the increased use of digital tools in learning experiences and in the harmonious development of generations of children prepared to meet the demands of the future.

Keywords:

Digital intelligence, digital maturity, online civility, self-esteem, primary school students.