Digital Quotient (DQ): A Framework for Information and Digital Literacy in Confronting Cyberspace Opportunities and Threats | ||
| Journal of Digital Content Management | ||
| سخن سردبیر، دوره 4، شماره 7، 2023 اصل مقاله (448.17 K) | ||
| شناسه دیجیتال (DOI): 10.22054/dcm.2026.95722.1319 | ||
| نویسنده | ||
| Mitra Samiei* | ||
| Director-in-Charge, Department of Knowledge & Information Science , Allameh Tabataba'i University, Tehran, Iran | ||
| چکیده | ||
| The increasing spread of digital technologies has profoundly affected the lives of children and adolescents. Parental employment and reduced time for children have led children to excessive internet use, which bring about consequences such as delayed motor and speech development, exposure to inappropriate content, and cyberbullying. Alongside these threats, the virtual space also provides numerous educational opportunities. In such circumstances, the concept of " Digital Quotient " (DQ), introduced in 2016 by the Digital Quotient Institute, is presented as a set of social, emotional, cognitive, and ethical abilities that enable individuals to face the challenges of digital life and benefit from its opportunities. Unlike IQ, which has a genetic nature, DQ is an acquired ability shaped by personality, culture, upbringing, the characteristics of the cyberspace, and the individual's up-to-dateness. The Digital Quotient Coalition (CDI), in collaboration with organizations such as the World Economic Forum, OECD, and IEEE, has developed a standard framework comprising three levels (digital citizenship, creativity, and competitiveness) and eight main domains in the form of 24 to 32 competencies. Unlike artificial intelligence, which operates machine-based and independently of humans, Digital Quotient is dependent on humans, age, experience, and ethical principles. DQ opportunities include promoting individual and social well-being in line with the UN sustainable development goals, preparing for future careers, and contributing to organizations' environmental and governance programs (Digital-ESG). In contrast, more than half of the world's children face at least one online threat, and children in developing countries are prone to treble risks; cyberbullying is also linked to an increased risk of suicide. Tools such as the Child Online Safety Index (COSI) and the global DQ assessment are introduced to measure this situation. Finally, the researcher emphasizes the necessity of teaching Digital Quotient from childhood, institutionalizing human values, and the collective responsibility of families, schools, governments, and technology companies in protecting children and harnessing the opportunities of the digital world. | ||
| کلیدواژهها | ||
| Digital Quotient؛ Digital Literacy؛ Virtual Space؛ Opportunities؛ Threats | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 18 تعداد دریافت فایل اصل مقاله: 21 |
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