The Toy Brick as a Communicative Device for Amplifying Children’s Voices in Research

Children's engagement with blocks is a vital and joyful aspect of childhood shared across the world. While the physical manipulation of blocks is a core part of children's development (i.e., LEGO), there are also online platforms and apps available that provide virtual play experiences with blocks (i.e., digital building apps, virtual worlds). The open-ended nature of block play allows children to explore their creativity, experiment with different designs, and learn from trial and error. Furthermore, this type of play promotes imagination, encourages independent thinking, and enhances communication and collaboration as children engage in shared building experiences. The hands-on and interactive nature of block play also enables researchers to utilise this medium with children to learn about their perceptions and experiences in a participatory and active way. On a different front, blocks can also refer to different forms of stopping, including lies. Due to the wide variety of excellent responses to the initial call for papers focussing on ‘toys’, this issue complements the previous 'toys' issue by focussing further on children’s engagement with play forms and artefacts, specifically blocks (both physical and digital). The editorial team drew on a range of complementary knowledge and experience to put together the ‘blocks’ issue. Louise Kay was a key researcher within the EU-funded MakEY – Makerspaces in the Early Years: Enhancing Digital Literacy and Creativity project. She is currently working on the Maker{Futures} project at the University of Sheffield, which supports schools, museums, libraries, and community spaces to set up makerspaces, providing playful and creative ways to develop digital and STEM skills through a STEAM approach that integrates science, technology, engineering, and mathematics with the arts. Lelia Green is a Chief Investigator in the Australian Research Council (ARC) Centre of Excellence for the Digital Child, and lead CI (after Donell Holloway’s retirement) on the ARC Discovery Project DP180103922 – The Internet of Toys: Benefits and Risks of Connected Toys for Children. For Lelia, the ‘blocks’ issue raises matters of concern that might, could, or (possibly) should raise issues around consent, ethics, and children’s data flows. Essentially, the questions asked by this ‘blocks’ collection include whether the balance of risk and benefit relating to certain toys might give parents cause to pause, blocking access to some younger children’s (under 13) engagement with connected toys. Tama Leaver brought critical analysis to the table, informed by his Chief Investigator (CI) role within the ARC Centre of Excellence for the Digital Child. In addition, Tama’s personal interest in LEGO is shared with his children, and they collaborated on the cover image for this issue. In our feature article “The Toy Brick as a Communicative Device for Amplifying Children’s Voices in Research”, Kylie Stevenson, Emma Jayakumar, and Harrison See document the use of the LEGO brick toy as part of participatory play-based methods in the research project Digital Safety and Citizenship Roundtables, conducted with industry-partner the LEGO Group, Edith Cowan University, and the ARC Centre of Excellence for the Digital Child. The use of multiple play-based, child-friendly participatory methods is explored, and how children’s views about digital safety and citizenship in India, Korea, and Australia were collected and conveyed. The article explains how such toy play is an empowering communicative strategy that gives children agency so that they can creatively interject their voices into ongoing discussions about children’s digital citizenship. In “Platform Rhetoric and Fan Labour as the Building Blocks of LEGO Ideas”, Travis Holland and Beck Wise examine the LEGO Ideas platform and its Guidelines as ways of positioning and constructing the relationship between the LEGO Group and fan builders, especially adult fans of LEGO. The combined infrastructures of the Ideas platform and other LEGO online properties is argued to provide the LEGO group with significant data about LEGO fans and users that the LEGO group can exploit commercially. Aligned with many studies of fan cultures, Holland and Wise see fan labour and the infrastructures around it as extracting commercial value from fans, even while fans take pleasure in this labour. Along similar lines, in “LEGO and the Infrastructural Limits of Open Play” Nick Taylor explores the impact of the LEGO Group buying the Bricklink Website and platform, housing the largest LEGO adult fan community and their significant aftermarket trade of LEGO bricks, parts, and minifigs. Taylor argues that the LEGO Group is exercising a form of platform logic whereby it can utilise this digital infrastructure to impose and police ideological boundaries of what LEGO’s values are, and how these values should be enacted in both official and fan spaces. While the patents that protect LEGO’s monopoly on interlocking bricks have long since expired, purchasing Bricklink has solidified the LEGO Group’s material and digital reach, reifying the point that “LEGO encourages connection, openness, and creativity—so long as we use its platform, and its platform exclusively, to do so”. Gemma Blackwood in "Roblox and Meta Verch: A Case Study of Walmart’s Roblox Games" examines the two Walmart Roblox games (Walmart Land and Walmart Universe of Play) through an analysis of their gameplay, focussing on the ways that both games are incentivising play and how they link to in-game purchases and the Walmart brand. She argues that the games are designed to link gameplay with a highly personalised shopping experience, which blurs the boundaries between games and branded advertising. Issues are raised that link to broader debates regarding the commodification of, and impact on, children’s gaming experiences. Finally, Jo Ann Oravec’s article “Promoting Honesty in Children, or Fostering Pathological Behavior? Emerging Varieties of Lie Detection Toys and Games” problematises the process which constructs lie detector technology as the stuff of children’s games. Noting that these toys typically use physiological cues that regulate human responses to stress – generally beyond conscious control – the article asks about the ethics of children learning to lie. It speculates that such lie detector ‘play’ might be constructed as teaching children to lie more effectively. Are children learning to block their stress symptoms, or might parents and children choose instead to block out the possibility that such games are appropriate ‘child’s play’? Whether blocking stress, or blocking as lying, this article wraps this issue with a novel exploration of blocks. Acknowledgments The work on this special issue was partially supported by the Australian Government through the Australian Research Council. Professor Lelia Green and Dr Louise Kay (together with Professors Bieke Zaman and Giovanna Mascheroni) were Investigators on the ARC Discovery Project DP180103922 – The Internet of Toys: Benefits and Risks of Connected Toys for Children (2018-22), and they acknowledge Dr Donell Holloway’s past leadership of this grant. Professors Tama Leaver and Lelia Green are both Chief Investigators in the ARC Centre of Excellence for the Digital Child (CE200100022), which is led by QUT and also involves Curtin University, Deakin University, Edith Cowan University, University of Queensland, and University of Wollongong. The Centre of Excellence is funded through to the end of 2027. Tama would also like to thank his children for their input in to the design of the cover photo, and for letting their Lego figures be part of it!

Platform Rhetoric and Fan Labour as the Building Blocks of <em>LEGO Ideas</em>

The emergence of the global digital world has created large-scale transformation in how individuals and societies function. Citizenship in twenty_first century society now includes digital citizenship – which is described in the research as the norms of appropriate, responsible behaviour regarding technology use. The rapid change of digital technologies has generated a need for new ways to develop responsible citizens. Schools are being challenged to address an increasing range of broader societal issues that influence individuals’ responsible citizenship such as cyber bullying and identity theft. The research problem addressed in this thesis concerns how learning communities cultivate responsible citizens. How this issue has been addressed is by school leaders implementing digital citizenship teaching and learning opportunities in the curriculum. The research purpose is to explore how students, teachers and leaders of one secondary school experience a curriculum that integrates digital citizenship. Three specific research questions focus the conduct of this study: How do members of a secondary school community experience a curriculum that integrates digital citizenship? How do members of a secondary school community engage with a curriculum that integrates digital citizenship? How does a curriculum that integrates digital citizenship influence members of the school community? Case study is the methodology adopted for the research. Participants are purposely selected from the student, teacher and leader body of a Catholic secondary college in Queensland. In total, 300 participants are involved. Data are gathered through focus group interviews, individual interviews, online questionnaires and participant observation. For the purpose of the research, the Constant Comparative Method of data analysis is applied. This research generates 10 conclusions: First, Ribble and Bailey’s Nine Elements Framework (2007; updated by Ribble, 2011) offers a productive strategy for school educators to conceptualise the issues concerning digital participation. It provides a defensible framework to prepare curriculum that incorporates digital citizenship themes. Staff and students confirm that a common language for digital citizenship is productive, however the Nine Elements Framework and digital citizenship terminology may be more meaningful for staff than students. Second, it is appropriate for digital citizenship teaching and learning opportunities to be included in school curriculum. Participants consider digital citizenship as a necessary and relevant focus for schools. Third, a curriculum that integrates digital citizenship promotes online behaviour standards in schools. Participants consider the integrated curriculum a relevant educative approach for developing staff and students’ capacities for responsible online participation. Fourth, there is a need for government informed leadership to school systems and schools concerning digital citizenship. Direction on the relationship between digital citizenship and Australian education priorities is required. The deficit of leadership is problematic for school staff striving to facilitate curriculum that integrates digital citizenship. Fifth, schools and families share responsibility for developing students’ digital citizenry. Staff and students consider that digital citizenship is productively developed when parents and teachers cooperatively guide the process. Sixth, there is a deficit in teacher knowledge and confidence in teaching digital citizenship. There is a need for more and improved quality teacher education concerning digital citizenship. Seventh, a curriculum that integrates digital citizenship opportunities is a preferred teaching and learning model for staff and students. Contextualising digital citizenship learning in an established educational program encourages a school-wide digital citizenship focus. The integrated curriculum generates connections for students between online and offline contexts. Eighth, a curriculum that integrates digital citizenship is a productive approach to the enculturation of digital citizenship in a school community. Contextualised teaching of digital citizenship develops five areas of school life: digital citizenship awareness; common language concerning the digital context; professional expectations; staff and student interactions, and practice. Ninth, specialised professional development is critical for all school staff facilitating digital citizenship education. Staff members require initial and ongoing education concerning the digital context and digital citizenship themes. The development should particularly engage with Australian Curriculum digital citizenship requirements and implications; and how students approach, value and relate to digital technologies. Tenth, in a school where digital citizenship is a curriculum priority it is productive for school-based and system accountability processes to include digital citizenship themes.

This study examines the extent of knowledge, experience, and values of digital citizenship among teachers and students at an Apple Distinguished School in Malaysia. A qualitative approach was used to complete this study, where two teachers and five students were selected for the interview process. Digital communication, digital ethics, and digital safety were the elements focused on in the study because all three are closely related to teachers and students in the school. The findings show that the respondents did not have a precise understanding of digital citizenship. However, the respondents demonstrated experience and values related to digital citizenship when using technology. The implications of this study provide information to schools and the Ministry of Education that digital citizenship is an important matter that should be incorporated into the school curriculum in line with the ongoing digitalization of education to produce responsible teachers, students, and communities in using technology.

The digital service has firmly entered all areas of social and economic activity, including education. The activity of a modern teacher in the digital educational environment is its integral component. The development of "digital citizenship" as a whole largely depends on the formation of the digital culture of a teacher as a translator of the ideas of the state educational policy. The relevance of considering the problem of digital culture formation among teachers is due to the following contradictions: between the increasing importance of a teacher in the process of digitalization of education and poor development of the content of its digital culture and its components as determinants of professional pedagogical activity in a digital educational environment; between the growth of digitalization of the educational process and the insufficient level of formation of digital culture among teachers. These contradictions form the basis of our research, the problem of which is to reveal the features of the digital culture of a modern teacher as a resource for his professional activity in the context of the digital transformation of the educational space. The purpose of the research is to theoretically substantiate the essence and component composition of the digital culture of a modern teacher as a resource for his professional activities in a digital educational environment. This goal was achieved through the use of the following research methods: literature analysis, classification, modeling, description, ways of visualizing data in the form of figures and tables. The results of the research: 1) the analysis of scientific sources has made it possible to determine the conceptual approaches to considering the problem of the digital culture of a teacher, which made it possible to accumulate information and develop a map of the component composition of a teacher's digital culture; 2) the basic components of a teacher's digital culture have been theoretically substantiated: digital literacy and motivational-value attitude; 3) a procedure for assessing the level of formation of a teacher's digital culture has been proposed. Key conclusions: 1) the map of the component composition of the digital culture of a teacher is an integrative information about the essence and composition of the digital culture of a teacher and includes the types of digital competence, their corresponding competencies, indicators and digital skills; 2) the basic components of a teacher's digital culture are digital literacy and a motivationalvalue attitude, each of which is represented by indicators and digital skills corresponding to it; 3) the methodology for assessing the formation of a teacher's digital culture includes a level scale and the calculation of an individual index of digital competence. The information contained in the article can be used as the basis for developing a program of advanced training courses and professional retraining of teachers aimed at creating a digital culture in the educational environment.

Since its emergence, technology has progressed beyond knowledge. Therefore, competencies are needed to navigate it safely, responsibly, and ethically. A well-designed curriculum forms the core of school strategies to enhance students’ competencies and learning outcomes. This study examines the integration of digital citizenship concepts in Cambodian upper secondary education and identifies areas for improvement through the lens of the Digital Kids Asia-Pacific (DKAP) framework. Using thematic analysis of curriculum documents, this study categorizes digital citizenship (DC) elements within the DKAP framework's core competencies, such as digital safety, ethical participation, and responsible use, in an indicator matrix. The findings reveal that although the Cambodian upper secondary education curriculum partially addresses digital citizenship competencies, considerable gaps remain in digital safety and resilience, digital emotional intelligence, and digital creativity and expression. The need for broader practical integration of DC across subjects calls for more attention to curriculum expansion and alignment with the DKAP framework. This study pinpoints the value of cross-disciplinary integration of DC to encourage the acquisition of a broad understanding of effective and ethical digital participation. Identifying well-rounded approaches, teacher training, and topics is critical to stimulate effective digital citizenship practices in the Cambodian context and others with similar characteristics.

Digital citizenship has emerged as an important aspect of English language teaching (ELT) in the 21st century. This study investigates the digital citizenship skills of EFL students at private universities in Bangladesh as well as the strategies teachers use to help them develop their skills. In this study, a mixed-methods approach was followed. The quantitative data were collected from 123 under graduate EFL students from the department of English of three private universities in Dhaka, Bangladesh, through a Likert-scale survey evaluating their proficiency in information and data literacy, communication, content creation, digital safety, and problem-solving. Qualitative data were collected from 13 EFL teachers from four private universities in Bangladesh through an online qualitative survey using a Google Form, focusing on pedagogical strategies for promoting digital citizenship. The findings indicate that the students demonstrate moderate competency, with the highest scores in digital safety (3.73/5) and the lowest in digital content creation (3.37/5). Besides, no significant differences were found between male and female participants in total scores and in subscale scores in the digital competence scale. The findings also show that the teachers’ instructions include critical source evaluation of information and digital content, use of collaborative digital tools, practice of online responsibilities and digital etiquette, development and management of digital identity, ethical use of information and digital content, and protection of personal information and student well-being, all aligned with the Dig Comp 2.2: The Digital Competence Framework for Citizens. However, gaps remain in terms of content creation, improved collaboration tools, and methodological guidance on institutional digital literacy policies. This study emphasizes the need for structural integration of digital citizenship in EFL curricula, faculty training, and institutional support to better prepare students for academic and professional digital environments.

Introduction. The purpose of the article is to actualize the problem of the development of ideological transformations of modern society, determined by the new digital reality, as well as to determine the phenomenon of digital personal culture, its socio-psychological functions in a digital society, fixing the structure and content of each component.Methodology and sources. In their reflections, the authors relied on the works of the following researchers O.A. Grimov, V.I. Przhilensky, E.O. Trufanova, L.V. Baeva, I.I. Gorlova, A.L. Zorin, G.V. Soldatova, A.Yu. Kvitko, R.V. Belyaev and E.I. Grigorieva, M.I. Tsareva, etc. The empirical research carried out in the article was of a probing nature and was considered as preliminary, only outlining the paths of a possible deeper and more complete study. Thus, the article uses value and socio-psychological approaches. Analysis of a person’s digital culture from the standpoint of a value approach makes it possible to determine criteria for assessing the results of human social practices implemented in the digital space. The use of a socio-psychological approach makes it possible to determine the digital culture of an individual in the context of such phenomena as socialization and personal self-identification.Results and discussion. The most obvious discrepancies in the results of the questionnaire survey of different age groups were in those answers that were intended to determine the presence of an ontological component of a person’s digital culture. The legitimacy of the digital world as a different “mode of being” and a space for self-expression is recognized primarily by representatives of the younger age group, which is an alarming symptom. However, the greater level of responsibility in real life compared to digital life, which is recognized by representatives of all age groups, still allows us to speak about a certain expression of the ontological component. Also, the authors reveal a certain severity of the informational and communicative-ethical components of the digital culture of the individual.Conclusion. A more in-depth study, reliably obtained by the authors of the most general results, could be devoted to a deeper immersion in the development of individual aspects of individual authors of the components of the personality of digital culture, the study of the digital culture of individual age groups, the determination of connections between the personality of digital culture and its professional behavior and a number of other issues.

This study examined the moderated mediation effect of poverty on the paths between enactive mastery experience in digital life and life satisfaction mediated by digital citizenship and digital life among Korean adolescents using structural equation modelling. This cross-sectional study involved a secondary data analysis of 2020 national data in The Report on the Digital Divide provided by the National Information Society Agency (NIA) of Korea. Data from 1084 Korean adolescents were analyzed using IBM SPSS Statistics for Windows, version 26.0 and SPSS PROCESS macro. The results demonstrated a significant moderated mediation effect of poverty. Enactive mastery experience, which encompasses the self-knowledge, perceived task difficulty, and contextual factors of adolescents living in poverty, was associated with digital life and life satisfaction through the mediation of digital citizenship. For adolescents living in poverty, in contrast to their non-poor counterparts, enactive mastery experience in digital life and digital citizenship are two critical factors in life satisfaction. Therefore, institutional support enabling adolescents and their communities to forge partnerships is necessary to foster these two factors.

The study aimed to identify the impact of social networking on enhancing digital citizenship among students of Princess Alia University College at Al-Balqa Applied University. To achieve study objectives, the researcher used descriptive analytical methodology, where the researcher prepared a questionnaire consisting of (36) statements distributed over six dimensions: Digital citizenship awareness, digital access, digital commerce, digital etiquette, digital rights and responsibilities, digital safety. After verifying tool validity and reliability, the tool was distributed over the study sample that consist of (300) female students from Princess Alia University College, that was randomly selected, during the year 2019/2020. The study concluded that there is a high level of awareness with a value amounting 3.96 among students of the Princess Alia University College at Al-Balqa Applied University for Digital Citizenship. α =(0.05) on the impact of social networking on enhancing digital citizenship with its dimensions digital access, digital commerce, digital etiquette, rights and responsibilities and digital safety) among students of Princess Alia University College at Al-Balqa Applied University attributed to scientific level and specialization, The study recommended a set of recommendations, including: the need to establish a working group of Jordanian universities, government departments and private, working to raise the values ​​of citizenship in general and digital citizenship in particular.

Purpose:To investigate the feasibility of geometric image distortion correction using the LEGO bricks phantom without plastic container, the geometric MR image distortion was evaluated through the procedure of CT to MR image registrationMethod and Materials:Architecturally stable stacked LEGO bricks phantom, 20 cm in diameter, was scanned on a 1.5 T MRI by using T2 FSE sequence and on a 16 slice CT scanner in the sliceslice mode using 120 kVp and 100 mA. The size of each LEGO brick was 31.60 mm2 including four stud 6.47 mm in inner diameter. The space between stud‐and‐tube couplings of the LEGO bricks were filled with distilled water. The geometric distortion was evaluated based on fiducial arrays and control circles which defined by stud pieces. Control circles were determined by the difference between the diameters of the stud pieces in the MR image and the corresponding diameters of stud pieces in the CT image.Results:The fiducial arrays of the LEGO bricks without plastic container were easily visualized in the MR and CT images and there was no water leakage detection within one hour. The control circles were identified and registered. The magnitude of geometric distortion in MR image was gradually increased from near the isocenter to off‐center regions of the magnet, maximum 3%. These results are in good agreement with the standard phantom result.Conclusions:The LEGO are inexpensive, good physical accuracy and easy to construct. The bricks are injection molded in Acrylonitrile butadiene styrene (ABS) and are the geometric tolerance with quite tight. However, plastic container for filling with a solution limits clinical applications in terms of flexibility of phantom design. We measured the geometric MR image distortion using the LEGO bricks phantom precisely without plastic container and it can be easily customized for multimodality imaging.

This paper describes the development of a Create-a-Lego-Engineer (CALE) activity which was created as an alternative to the Draw-a-Scientist (DAST) and Draw-an-Engineer Tests (DAET). While the DAST and DAET examine students’ (mis)conceptions of scientists and engineers, they provide limited information about whether students can envision themselves as scientists or engineers now or in the future. We drew from the Lego Serious Play (LSP) method which is grounded on the premise that hands-on learning results in a deeper understanding of the world and oneself in it. The LSP method is a process used to enhance innovation and business development, and it involves adults building metaphorical representations of their identity using Lego bricks. We adapted this process for use with elementary students (3rd-5th grade) in a specific context, namely students are asked to build themselves as engineers and a scene depicting what they would be doing as an engineer. Lego bricks were chosen as they are familiar to most students, are easy to use even without prior experience, and require no special skills or artistic abilities. The activity allows us to explore students’ creations of physical representations of themselves as engineers, including issues related to gender and physical characteristics (e.g., skin color, hair color and style), all of which students can customize using a variety of Lego options. Students are provided with a variety of Lego person pieces in order to try and build a representation of themselves using Legos. Additionally, a wide variety of Lego brick pieces were provided in order to allow for numerous ways in which students might represent engineers doing engineering work. Students were asked to imagine themselves as engineers and then to create their Lego engineer. Next, on a notecard, they described the type of work their Lego engineer would be doing, at which point they were then asked to create this scene using Lego bricks. Finally, after completing their creations, students reflected on the meaning of what they built and verbally described their creation and the choices they made. While these reflections provide additional insight into students’ beliefs about who can be an engineer and what engineers do, they also provide students an opportunity to imagine and see themselves in the role of an engineer. This activity was developed within the context of a multi-year, NSF-funded research project examining the dynamics between undergraduate outreach providers and elementary students to understand the impact of the program on students’ engineering identity and career aspirations. This paper will describe the development of the activity as well as preliminary findings from pilot testing and use with elementary students participating in the overall research project. Potential implications and limitations will be described.

Digital citizenship (DC) has been an essential subject in educational research for the last few years. This study aimed at discovering the degree to which Omani undergraduate students practiced digital citizenship during the COVID-19 pandemic. The participants were 262 undergraduate students (116 males and 164 females) who took an online university elective course at Sultan Qaboos University (SQU) in Spring of 2021. The study adopted a quantitative approach to data collection to investigate students’ digital citizenship practices. An online situational judgment test was developed and conducted to address six dimensions of digital citizenship: digital identity, digital civic engagement, digital ethics, digital literacy, digital safety, and global digital communication. The findings show that the level of practicing digital citizenship dimensions ranged from intermediate to low. Additionally, the results show that the least practiced dimensions are digital civic engagement and digital identity. Further, the results indicated some gender differences in students’ practices of digital citizenship. Considering the results, more efforts are required from stakeholders to enhance the level of DC among undergraduates. The findings of the study are considered good indicators to be taken when designing and evaluating curricula at higher education institutions.

Purpose This study aims to assess the involvement of Egyptian public libraries in supporting digital citizenship and propose a vision to leverage their role in promoting digital citizenship culture, aligning with Egypt Vision 2030 for sustainable development. Design/methodology/approach A questionnaire was used to sample 21 public library managers in Egypt. The study adopted a descriptive-analytic approach, measuring library readiness infrastructure, strategic planning for digital citizenship support and participation ratings on nine dimensions of digital citizenship as defined by the Ribble model. Findings Results indicated a moderate level of participation overall (average score of 1.72), with high levels in dimensions like digital access and digital literacy but much lower levels in others, particularly digital law and digital health and safety. Library readiness was found to have a positive effect on the level of digital citizenship promotion. Research limitations/implications The small sample size may limit generalizability. Future research should explore best practices for digital citizenship programming in libraries and strategies for overcoming implementation barriers. Practical implications The study underscores the need for Egyptian public libraries to enhance their readiness and participation in promoting digital citizenship. This requires investment in digital resources, staff training, community outreach and collaboration with educational institutions and community partners. Originality/value This study provides insights into the role of public libraries in promoting digital citizenship in the context of a developing country’s national vision. It offers a framework for libraries worldwide to assess and enhance their digital citizenship initiatives.

This article studies the mechanism of formation of the legal culture of digital citizens, a concept that reflects the genesis, development, semantic content, and role of this phenomenon amid digital social transformations. The study aims to analyze the mechanism by which the legal culture of digital citizens forms, detailing its stages and components. The research employs methods including systemic, logical, modeling and generalization, forecasting, formal-legal, comparative-legal, and cultural analysis. The concept of legal culture of digital citizens emerges from synthesizing three scientific phenomena: legal culture, citizenship, and digital culture, each contributing distinctive features and attributes. To understand the complex dynamics and consistent functional interaction between traditional elements of legal culture and new elements of citizens’ digital culture, a mechanism design is proposed. This mechanism includes the following stages: acquiring digital competencies; awareness, consolidation and development of digital identity; mastering and reinforcing core digital values and standards of digital thinking; and forming socially active and responsible digital behavior. The mechanism’s components specify the objectives for each stage: digital knowledge, skills, and abilities; digital identity; values and standards of digital thinking; and motivational attitudes fostering lawful and socially active digital behavior. The significance of this mechanism for legal science and practice lies in preserving and advancing humanistic and axiological approaches to defining the individual’s role within the digital society’s legal systen, recognizing the cultural value of digital principles in a citizen’s legal status, and optimizing legal regulation of relations among digital citizens, digital society, and public authorities.