Digital Footprints in Academic Life: A Phenomenological Exploration across Disciplinary Contexts
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| Title: | Digital Footprints in Academic Life: A Phenomenological Exploration across Disciplinary Contexts |
|---|---|
| Language: | English |
| Authors: | Fatih Yaman (ORCID |
| Source: | Journal of Learning and Teaching in Digital Age. 2026 11(1):119-133. |
| Availability: | Journal of Learning and Teaching in Digital Age. Gazi University, Gazi Faculty of Education, Department of Computer and Instructional Technologies Teaching, Bosna Building Room 430, Yenimahalle, Ankara, Turkey 06500. e-mail: joltida.info@gmail.com; Web site: https://dergipark.org.tr/en/pub/joltida |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Undergraduate Students, Engineering, Economics, Communications, Intellectual Disciplines, Focus Groups, Computer Uses in Education, Computer Security, Privacy, Student Behavior, Digital Literacy, Student Attitudes, Internet, Web Sites, Computer Oriented Programs |
| Geographic Terms: | Turkey |
| ISSN: | 2458-8350 |
| Abstract: | As digitalization increases, questions surrounding personal visibility, control, and digital citizenship have become increasingly relevant, particularly for young people navigating online environments. University students, as active users of digital platforms, frequently encounter such challenges as they shape their identities and manage their presence online. This study examines how students in Türkiye interact with digital platforms and how they deal with the complexities of their online footprints within academic life, drawing on a phenomenological design. The data were collected through focus group discussions involving 21 students from three faculties -Engineering (n=9), Communication (n=5), and Economics and Administrative Sciences (n=7)- and were analyzed using MAXQDA-24. The findings reveal significant differences in how students perceive and manage their digital assets. Communication students place particular emphasis on self-presentation and online reputation, while engineering students focus more on technical issues and data security. Economics students, in contrast, adopted a more pragmatic and risk-tolerant approach. Six main themes emerged from the dataset: how students define their digital footprints, the platforms they use, the types of data they share, their awareness of privacy and security, their views on advantages and disadvantages, and their suggestions for raising awareness. These findings highlight the need for context-sensitive approaches to digital literacy, such as discipline-specific educational modules. These modules should combine technical proficiency with critical awareness of data policy and online visibility. In this context, the study provides guidance for future comparative research involving diverse student groups. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495408 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1495408 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1495408 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Digital Footprints in Academic Life: A Phenomenological Exploration across Disciplinary Contexts – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Fatih+Yaman%22">Fatih Yaman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1019-0472">0000-0002-1019-0472</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elinur+Erakbas%22">Elinur Erakbas</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-5563-7087">0009-0002-5563-7087</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Learning+and+Teaching+in+Digital+Age%22"><i>Journal of Learning and Teaching in Digital Age</i></searchLink>. 2026 11(1):119-133. – Name: Avail Label: Availability Group: Avail Data: Journal of Learning and Teaching in Digital Age. Gazi University, Gazi Faculty of Education, Department of Computer and Instructional Technologies Teaching, Bosna Building Room 430, Yenimahalle, Ankara, Turkey 06500. e-mail: joltida.info@gmail.com; Web site: https://dergipark.org.tr/en/pub/joltida – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 15 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering%22">Engineering</searchLink><br /><searchLink fieldCode="DE" term="%22Economics%22">Economics</searchLink><br /><searchLink fieldCode="DE" term="%22Communications%22">Communications</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disciplines%22">Intellectual Disciplines</searchLink><br /><searchLink fieldCode="DE" term="%22Focus+Groups%22">Focus Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Security%22">Computer Security</searchLink><br /><searchLink fieldCode="DE" term="%22Privacy%22">Privacy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Internet%22">Internet</searchLink><br /><searchLink fieldCode="DE" term="%22Web+Sites%22">Web Sites</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Oriented+Programs%22">Computer Oriented Programs</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2458-8350 – Name: Abstract Label: Abstract Group: Ab Data: As digitalization increases, questions surrounding personal visibility, control, and digital citizenship have become increasingly relevant, particularly for young people navigating online environments. University students, as active users of digital platforms, frequently encounter such challenges as they shape their identities and manage their presence online. This study examines how students in Türkiye interact with digital platforms and how they deal with the complexities of their online footprints within academic life, drawing on a phenomenological design. The data were collected through focus group discussions involving 21 students from three faculties -Engineering (n=9), Communication (n=5), and Economics and Administrative Sciences (n=7)- and were analyzed using MAXQDA-24. The findings reveal significant differences in how students perceive and manage their digital assets. Communication students place particular emphasis on self-presentation and online reputation, while engineering students focus more on technical issues and data security. Economics students, in contrast, adopted a more pragmatic and risk-tolerant approach. Six main themes emerged from the dataset: how students define their digital footprints, the platforms they use, the types of data they share, their awareness of privacy and security, their views on advantages and disadvantages, and their suggestions for raising awareness. These findings highlight the need for context-sensitive approaches to digital literacy, such as discipline-specific educational modules. These modules should combine technical proficiency with critical awareness of data policy and online visibility. In this context, the study provides guidance for future comparative research involving diverse student groups. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1495408 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1495408 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 119 Subjects: – SubjectFull: Foreign Countries Type: general – SubjectFull: Undergraduate Students Type: general – SubjectFull: Engineering Type: general – SubjectFull: Economics Type: general – SubjectFull: Communications Type: general – SubjectFull: Intellectual Disciplines Type: general – SubjectFull: Focus Groups Type: general – SubjectFull: Computer Uses in Education Type: general – SubjectFull: Computer Security Type: general – SubjectFull: Privacy Type: general – SubjectFull: Student Behavior Type: general – SubjectFull: Digital Literacy Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Internet Type: general – SubjectFull: Web Sites Type: general – SubjectFull: Computer Oriented Programs Type: general – SubjectFull: Turkey Type: general Titles: – TitleFull: Digital Footprints in Academic Life: A Phenomenological Exploration across Disciplinary Contexts Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Fatih Yaman – PersonEntity: Name: NameFull: Elinur Erakbas IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Identifiers: – Type: issn-electronic Value: 2458-8350 Numbering: – Type: volume Value: 11 – Type: issue Value: 1 Titles: – TitleFull: Journal of Learning and Teaching in Digital Age Type: main |
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