Strategies for Enhancing Digital Citizenship Literacy Among Vocational College Students in Fujian Province, China
Abstract
In the context of rapid digital transformation, digital citizenship literacy has become a critical competence for individuals to participate effectively and responsibly in digital society. However, vocational college students often demonstrate an imbalance between technical skills and responsible digital behavior. This study aims to systematically examine the key factors influencing digital citizenship literacy among vocational college students in Fujian Province, China, based on Bandura’s social cognitive theory. A quantitative research design was adopted, using a cross-sectional survey of 843 students and 215 teachers from 10 vocational colleges. Data were analyzed through descriptive statistics, correlation analysis, and multiple linear regression to explore the relationships between personal, behavioral, and environmental factors and digital citizenship literacy. The results indicate that computer self-efficacy, internet attitudes, interpersonal communication skills, social media skills, and perceived organizational support all have significant positive effects on digital citizenship literacy. Among these, computer self-efficacy shows the strongest predictive power, followed by social media skills and internet attitudes. The model explains 58% of the variance, demonstrating a strong explanatory capacity. This study concludes that the development of digital citizenship literacy is a multi-dimensional and interactive process shaped by personal capabilities, behavioral practices, and environmental support. It suggests that vocational education should adopt a systematic approach that integrates skill development, value cultivation, and institutional support to foster responsible and competent digital citizens.
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