Abstract
Movements such as #FridaysForFuture are an example of how young digital citizens have taken a step towards a critical, active and participatory citizenship who know their rights and exercise them, who commit themselves to their environment and choose to get involved in the search for the common good. On this basis, the educational agenda in terms of education for digital citizenship should be rethought. To do so, we start from the profile and needs of digital citizenship that characterize a sample of university students (n=250), evaluated through the Choi, Glassman and Cristol Digital Citizenship Scale. The results show young university students with high technical and digital knowledge, but with clear deficiencies in political and critical involvement. The proposal made in this paper is the result of working with the Sustainable Development Goals through a series of digital activities graduated according to the level of involvement.
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