الفهرس 
الفصل الأول: الإطار العام للدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Today, the world is going through rapid and decisive developments in light of the Fourth Industrial Revolution, which poses great challenges to confront its dangers, and which directly affected education. This is evident in the approval of the new educational system (tablets) for the general secondary stage by the Ministry of Education.
This subject requires: the necessity of how to harness technology in order to change educational methods, and compatibility and adaptation with its data in an integrated educational system. The irrational use and handling of technology has become a major problem facing our children as they deal with life data in the digital age. Senior on issues of digital citizenship, cultural identity, values, codes of conduct and more for students.
This change requires the necessity of introducing reforms to the education system so that it is qualified with all its organs to provide new forms of education to interact with these challenges and master it.
Objective of the study:
The current study aims to:
(1) Clarify the concepts of digital citizenship and the Fourth Industrial Revolution and the extent to which they are needed in light of the developments of the Fourth Industrial Revolution.
(2) Recognizing the reality of the secondary school’s role in promoting digital citizenship.
(3) addressing the ill effects of technology resulting from the poor use of technology; This affects the students’ personalities.
(4) Presenting a proposed vision to support the role of the secondary school in inculcating the values of digital citizenship for students.
Second: The problem of the study:
The problem of the current study appears in light of the application of the new secondary education system (tablets) in the secondary stage, which makes the digital availability in the hands of every student, and to provide the student with all devices and information tools from a communication network and tablets, so we are in dire need to develop preventive solutions for our children against what Technology causes dangers that directly affect their behavior and morals, and make them good digital citizens who are useful to their country.
The bad use of various digital applications has affected the moral and behavioral values of students in a digital world devoid of rules associated with negative and positive behaviors of the digital citizen. This reflects an urgent need to develop a vision for the best practices of digital citizenship.
Life in the digital age requires students to be careful and aware of their duties in dealing with the technologies of that era and what the fourth industrial revolution has brought about in terms of a breakthrough in technology. affairs of human life.
In light of the above, the problem of the study is crystallized in the following main question: ”What is the proposed strategy for the role of the secondary school in promoting digital citizenship for its students in the light of the Fourth Industrial Revolution? The following sub-questions are derived from this question:
(1) What is the conceptual framework of the Fourth Industrial Revolution (concept - characteristics - challenges)?
(2) What are the theoretical foundations of digital citizenship (concept - goals - dimensions)?
(3) What is the reality of the secondary school’s role in promoting the dimensions of digital citizenship for its students?
(4) What are the components of the proposed strategy to activate the secondary school’s role in enhancing the dimensions of digital citizenship in light of the variables of the Fourth Industrial Revolution?
Study Methodology:
The study used the descriptive approach, which is concerned with describing and analyzing the problem; With the aim of identifying the reality of the secondary school’s role, as well as identifying the pros and cons in light of the Fourth Industrial Revolution and the problems it faces and hindering it from achieving its goals, and developing a strategic plan aimed at activating the role of the secondary school, and also used the environmental analytical method SWOT methods for the purpose of analyzing the internal and external environment of the secondary school to identify strengths, weaknesses, opportunities, and threats.
Study Tool:
The study used an environmental analysis matrix; To identify the strengths and weaknesses, the questionnaire was also used as a tool for collecting information; To identify the role of the secondary school in light of the fourth industrial revolution, and to develop a proposed strategy for the role of the secondary school in promoting digital citizenship.
The study sample:
The study sample for the student and secondary school questionnaire consisted of (1202) individuals distributed over five educational departments, which are: (BaniSuef Educational Department, Ihnasia Educational Department, Biba Educational Department, Al-Fashn Educational Department, Nasser Educational Department) Each educational department included (213) Male and female students, except for the BeniSuef administration, which included (268) students, and it included (16) teachers and directors, except for the BeniSuef administration, which included (18) teachers and directors.
Study Limits:
• Objective limits: includes digital citizenship, its concept, characteristics, and the industrial revolution.
Human limits: include teachers, administration, and students.
Geographical boundaries: These include public secondary schools in BeniSuef Governorate.
Study results:
The study reached a set of results, which were clarified in the following main points:
• First: In terms of the first axis of students, which is: (The extent to which secondary school students practice the dimensions of digital citizenship) and this axis includes nine dimensions:
The first dimension: digital access:
The study concluded: that the students of general secondary education are not proficient in mastering this dimension, which included five phrases, through the response of the study sample members; where the percentage (with a medium degree) was very high, and the relative weight of the axis as a whole was at a percentage (medium), and this indicates that the secondary school personnel should play their role towards their students in order for students to master the phrases included in this dimension through their training, and the preparation of activities in support of the strategic plan.
The second dimension: global trade:
The study concluded: that the students of general secondary education are not proficient in mastering this dimension, which included nine phrases, through the response of the study sample members; where the percentage (with a medium degree) was very high, and the relative weight of the axis as a whole was at a percentage (medium), and this indicates that the secondary school personnel should play their role towards their students in order for students to master the phrases included in this dimension through their training, and to harness classroom and extracurricular activities, to master the nine Phrases included in this dimension.
The third dimension: digital communication:
The study found that general secondary education students are not proficient in mastering this dimension, which included four phrases, through the response of the study sample members; where the percentage (with a medium degree) was very high, and the relative weight of the axis as a whole was at a percentage (medium), and this indicates that there is a great role that falls on the shoulders of the secondary school towards the necessity of high school students mastering the phrases included in this dimension.
Fourth Dimension: Digital Literacy:
The study concluded: that the students of general secondary education are not proficient in mastering this dimension, which included four phrases, through the response of the study sample members; where the percentage (with a medium degree) was very high, and the relative weight of the axis as a whole was at a percentage (medium), and this indicates that there is a great role that falls on the shoulders of the secondary school towards the necessity of high school students mastering the phrases included in this dimension.
The Fifth Dimension: Digital Fitness:
The study concluded: that the students of general secondary education are good at mastering this dimension, which included five phrases, through the response of the study sample members; where the percentage (significantly) was very high, and the relative weight of the axis as a whole was (large), and this is a positive indicator that helps the members of the general secondary school to carry out their assigned role, and where the five included moral values, which is what the public secondary school seeks to achieve.
The Sixth Dimension: Digital Laws:
The study concluded: that the students of general secondary education are good at mastering this dimension, which included five phrases, through the response of the study sample members; where the percentage (significantly) was very high, and the relative weight of the axis as a whole was (large), and this is a positive indicator that helps the members of the general secondary school to carry out their assigned role, and where the five included moral values, which is what the public secondary school seeks to achieve.
The Seventh Dimension: Digital Laws:
The study concluded: that the students of general secondary education are not proficient in mastering this dimension, which included five phrases, through the response of the study sample members; where the percentage (with a medium degree) was very high, and the relative weight of the axis as a whole came with a percentage (medium), and this indicates that there is a great role that falls on the shoulders of the secondary school towards the need for secondary school students to master the phrases included in this dimension through: programs, activities its supportive
The Eighth Dimension: Digital Health and Safety:
The study concluded: that the students of general secondary education are not proficient in mastering this dimension, which included five phrases, through the response of the study sample members; where the percentage (with a medium degree) was very high, and the relative weight of the axis as a whole came with a percentage (medium), and this is what the study wants to warn of, and one of the goals that the study seeks to achieve.
The Ninth Dimension: Digital Security:
The study concluded: that general secondary education students are not proficient in mastering this dimension, which included four phrases, through the response of the study sample members; where the percentage (with a medium degree) was very high, and the relative weight of the axis as a whole came with a percentage (medium), and this is what the study wants to warn of, and one of the goals that the study seeks to achieve.
• Second: In terms of the second axis: the secondary school (identifying the strengths, weaknesses, opportunities and threats of the secondary school) and this axis included four branches:
Section one: Strengths:
The study found: that high school does not have the strengths to promote students’ digital citizenship; This is through the response of the study sample members; where the percentage (with a medium degree) was very high, and the relative weight of the axis as a whole came with a percentage (medium), which included nineteen phrases. The public secondary school personnel can play their role to enhance the digital citizenship of its students in light of the Fourth Industrial Revolution.
Section Two: Weaknesses:
The study concluded: that high school has very significant weaknesses; This is through the response of the study sample members; where the percentage of approval of statements of weakness (to a large degree) was very high, and the relative weight of the axis as a whole came to a percentage (large), which included nine statements, and this is what the study wants to confirm and warn against, and that the secondary school does not play its role in promoting digital citizenship for its students One of the objectives that the study seeks to achieve is: The necessity for the public secondary school personnel to play their role in promoting digital citizenship, especially in light of the technological development brought about by the Fourth Industrial Revolution.
Section Three: Opportunity Points:
The study concluded: that the general secondary school has very high chance points; This is through the response of the study sample members; where the percentage of approval of the phrases of opportunity was (to a large extent) very high, and the relative weight of the axis as a whole came to a percentage (large), which included six phrases, and this is what the study wants to confirm, and to take advantage of these opportunities to enhance digital citizenship for its students, and one of the goals that the study seeks To achieve this, especially in light of the technological development brought about by the Fourth Industrial Revolution.
Fourth Section: Threat Points:
The study found: that the public high school is surrounded by very big threat points; This is through the response of the study sample members; where the percentage of approval of the statements of threats was (to a large extent) very high, and the relative weight of the axis as a whole came to a percentage (large), which included seven statements, and this is what the study wants to warn of, and to avoid students and take precautions and caution against them to enhance digital citizenship, and among the goals that The study seeks to achieve it, especially in light of the technological development brought about by the Fourth Industrial Revolution, and one of the most important threats phrases, and where it came in the first place: (the presence of hackers to penetrate and manipulate websites and web pages) and indeed this phrase is one of the most important threats, so students must be trained and warned of that.