Investigating PSCD teachers and HOD’s perspectives on how technology affects secondary school students

Abstract

Technology has become omnipresent in our lives, particularly among adolescents, affecting their physical, psychological, and social wellbeing both positively and negatively (Reid Chassiakos et al., 2016). Cross-cultural studies often highlight technology’s adverse effects on adolescents, such as online harassment, underscoring the need for Digital Citizenship Education (DCE) in schools to help students navigate digital mediated societies responsibly. In Malta, DCE is embedded into the Personal, Social, and Career Development (PSCD) curriculum, covering topics like digital footprint and communication (DQSE, 2015). This dissertation explored the perspectives of PSCD teachers and HODs through interviews, regarding technology’s influence on secondary school students and the PSCD syllabus’ role in promoting digital citizenship and adolescent wellbeing. Findings elicited that technology fosters social connectedness, inclusivity, and educational opportunities for youths, while detrimental outcomes include low self-esteem, reduced social skills, addiction, and sexual objectification. Participants expressed concerns about generational gaps, value disparities, student inattentiveness, and limited teaching time. Through the pedagogical technique of processing, PSCD educators equip students to navigate the digital world critically and safely. Parental involvement and school collaboration are also indispensable for preparing adolescents for the digital age. Ongoing professional training is fundamental for PSCD educators to remain abreast of technological advancements. Future research should include parents’ and students’ perspectives to gain deeper insights into the topic and raise awareness about student wellbeing, which stands as a cornerstone in education.