Purpose

To showcase the importance of digital citizenship in the current era. This article compares the nine features of digital citizen provided by Ribble and Bailey (2007) with a case study conducted in a multicultural setting and identifies the tensions between ethics, religion and cultural norms in that environment.

Design/methodology/approach

A case study approach has been used in this research. Why case study? Because it is unique and provides in-depth, unique and invaluable findings. Case studies researchers have contributed to the development of case study research from diverse disciplines. Historical examples of case studies go back as far as the nineteenth century with the biography of Charles Darwin (Stewart, 2014). The dominance of positivism in science in the late 1940 and 1950s in social science sidelined qualitative approaches such as case studies. Although case study research was often criticized for its inability to support generalizations, and thus, provided limited validity and value as a research design (Merriam, 2009; Stewart, 2014), case study research provides intensive analysis of an issue. A Case study is intrinsic, instrumental and collective (Stake, 1995, 2006). Case study research encourages the detailed enquiry of a unit of analysis within its context.

Findings

Findings show that current society needs to be educated on the nine aspects of digital citizenship. In the current era, changes are so rapid that every now and then, there must be collaboration and cooperation between different agencies to ensure that the tension between religiosity, cultural norms and ethics would be able to find some common ground. With more knowledge and wisdom on human rights, sustainability education and project-based learning in Civics Education, teachers, students, parents and community should often meet to decide on controversial issues and find ways to ensure that each one in society has the knowledge, skills and values for digital citizenship to grow and flourish.

Originality/value

The article is original in nature and has much social impact.

中文翻译：

---

马来西亚的公民教育：道德、宗教和文化规范之间的冲突

目的

展示数字公民在当前时代的重要性。本文将 Ribble 和 Bailey (2007) 提供的数字公民的九个特征与在多元文化环境中进行的案例研究进行了比较，并确定了该环境中伦理、宗教和文化规范之间的紧张关系。

设计/方法/方法

本研究采用了案例研究方法。为什么要进行案例研究？因为它是独一无二的，并提供了深入、独特和无价的发现。案例研究研究人员为来自不同学科的案例研究的发展做出了贡献。案例研究的历史例子可以追溯到 19 世纪查尔斯·达尔文的传记（斯图尔特，2014 年）。1940 年代末和 1950 年代，实证主义在科学中的主导地位在社会科学中占主导地位，这使定性方法（例如案例研究）处于边缘地位。尽管案例研究经常因其无法支持概括而受到批评，因此，作为研究设计的有效性和价值有限（Merriam，2009；Stewart，2014），但案例研究提供了对问题的深入分析。案例研究是内在的、工具性的和集体的（Stake，1995，2006）。

发现

调查结果表明，当前社会需要对数字公民的九个方面进行教育。在当今时代，变化如此之快，以至于不时需要不同机构之间的协作与合作，以确保宗教信仰、文化规范和道德之间的紧张关系能够找到一些共同点。随着公民教育在人权、可持续发展教育和项目式学习方面的知识和智慧越来越多，教师、学生、家长和社区应该经常开会，就有争议的问题做出决定，并想办法确保社会上每个人都有知识、技能以及数字公民成长和繁荣的价值观。

原创性/价值

该文章具有原创性，具有很大的社会影响。