Digital Citizenship Skills in the Area of Creating and Consuming Online Content – Demographic and Educational Determinants

Abstract

This article aims to analyse the digital citizenship competences of adults in the area of creating and receiving online content, with particular emphasis on their demographic and educational conditions. The research focused on respondents’ behaviours related to responsible content publishing, critical reception of information, self-regulation of media use, and responding to negative phenomena on the Internet. The study posed research questions concerning the most common media practices of the respondents, as well as differences in these behaviours based on gender, age, and level of education. The research was cross-sectional and diagnostic-verification in nature. A diagnostic survey method was used, employing the standardised ICO Digital Hygiene Test questionnaire. The analysis covered data obtained from 429 adult users of digital technologies. The statistical analysis used descriptive statistics and non-parametric tests of significance (Mann–Whitney U, Kruskal–Wallis test). The results of the study indicate a relatively high level of responsibility among respondents in terms of ethical content publishing, respect for privacy, and critical analysis of information. At the same time, significant deficits were revealed in the area of responding to hate speech and cyberbullying, as well as in the use of social support. The analyses showed that women are more likely than men to take action and seek support, while older and better-educated respondents are characterised by higher levels of self-regulation, reflectiveness, and critical reception of content. The findings indicate a need to strengthen interventionist and prosocial skills in media, digital, and health education, especially among younger internet users.