Digital Citizenship Research Articles (Page 1)

The development of digital technologies in the field of education is characterized by relevance and is supported at the state level and by the general public. Digitization is a new social status of «digital divide», «digital citizenship», «digital socialization». The main changes in education are connected with digitalization of education. In the process of digitization, the structure of education and the organization of the educational process fundamentally change. The use of new information and communication technologies is a prerequisite for the further development of digital pedagogy. The article presents useful conditions for the organization of programs that monitor the attendance of students using FPGA technologies in the educational process. Programs created with the help of FPGA technologies on a computer can be used for automatic increase of attendance of students or automatic organization of evaluations of students by teachers. In this context, the practical application of program development based on FPGA technology is shown.

In addition to relevant and reliable data, sustainability governance depends on the ability of the data to foster shared understanding. Drawing on critical data studies, this study investigates the process of sensemaking embedded in the data practises of digital citizen science (CS), focusing on the Finnish platform Lake-Sea Wiki. Originally developed in response to citizen initiatives and maintained by a research institute responsible for official national water monitoring, the platform integrates data on water bodies from both citizen observers and authorities. Through qualitative analysis of two surveys and a workshop for citizen observers and water monitoring experts, as well as media content and collaborative observations, the study investigates how actors involved in water monitoring perceive the meanings and usability of CS and the data it produces. The results indicate that the case information system fosters communication among actors, but mostly indirectly, limiting the development of shared understanding. A central inconsistency in sensemaking lies in experts perceiving CS producing more valuable information when citizens are solely involved as observers, whereas active citizen observers emphasise the value of more engaged forms of collaboration, allowing their knowledge of data practises to be utilised. Furthermore, while significant sources of motivation for citizen observers are internal factors, such as benefitting scientific understanding and environmental decision-making, experts rely on external means of motivation. This study highlights the need for transparent, inclusive, and context-sensitive formulation of data practises to enhance the quality, usability, and actionability of CS.

Aims: The study aimed to explore parental and institutional stakeholders’ perspectives towards social media use in education. Purpose: The purpose of the study is to find out the experiences and challenges of parents and institutional stakeholders while integrating social media in teaching practices, academic and non-academic activities of students. Research Questions: Research questions formulated based on the purpose of the study- 1. How do parents perceive the use of social media in the academic and non-academic activities of their children? 2. How do different stakeholders of educational institutions perceive the use of social media in enhancing teaching-learning process and student’s engagement? Study Design: A descriptive qualitative research method was adopted to explore parental and institutional stakeholders’ perspectives on social media use in education for the academic and non-academic activities of students. Place and Duration of Study: The study was conducted in the Biswanath District of Assam on the month of April and May, 2025. Methodology: To gather data, total 45 stakeholders were selected as samples from 5 secondary schools of Biswanath District, Assam. 15 parents participated in focused group discussion and 5 principals and 25 teachers were interviewed. Results: Thematic analysis revealed that parents perceived social media to be useful for students and generated few themes such as- socialization, personal growth, enhanced learning etc. Moreover, they have expressed concerns about online safety, addiction and responsible usage. According to institutional stakeholders, social media has the ability to foster inclusive learning, improve knowledge and interactive learning. Principals enforced stringent policies, awareness campaigns, and instruction on digital citizenship to encourage students to use social media responsibly. Teachers provided educational resources, communicate, and shared feedback on social media. Conclusion: In order to maximize advantages and reduce hazards, the study emphasized the necessity for parental participation, institutional rules, balanced social media usage, broader discourse on digital citizenship and educational equity.

Technological advancements driving smart healthcare transformation need new models and solutions for emerging technology challenges. The objective of this review paper is to introduce the concept of smart healthcare, identify its main characteristics, highlight the key drivers of its adoption (“Technological Advancements, Digital Citizen Societies, Shifting Models of Patient Care, Healthcare Workforce Shortages, Rising Costs of Healthcare Delivery, and Impacts of COVID-19”), and present the primary challenges associated with its implementation (“Reduced Human Interaction and Patient Monitoring, Data Accuracy and Reliability, Data Security and Privacy, Interoperability and System Performance, Ethical Concerns and Trust in AI, High Financial Costs”). The paper is written in simplified language to enable a wide range of healthcare stakeholders—particularly healthcare professionals with limited technical backgrounds—to develop a foundational understanding of smart healthcare. This knowledge can foster greater engagement in efforts to transform healthcare systems into smarter, more efficient models. Furthermore, the findings of this review may support future research efforts, especially those aimed at developing models or frameworks that facilitate the practical integration of smart healthcare beyond theoretical concepts, by offering a synthesized framework for SHC.

The increasing emphasis on smart city development has placed digital citizen participation at the forefront of sustainable urban governance. This study examines the role of digital citizen participation (DCP) in enhancing the social sustainability of smart city initiatives in Lafia Metropolis, Nasarawa State, Nigeria. Using a mixed-method approach comprising structured questionnaires, digital participatory tools, and stakeholder interviews, the research investigates the relationship between citizen engagement, digital inclusivity, and urban sustainability outcomes. The study integrates theoretical perspectives from Arnstein’s Ladder of Participation (1969) and Nam and Pardo’s Smart City Framework (2011) to assess participation depth, inclusivity, and institutional responsiveness. Simulated results, supported by empirical evidence from existing literature and field context, reveal that approximately 68% of respondents perceive digital participation platforms (such as online town halls, mobile feedback systems, and GIS- based urban mapping) as effective in influencing municipal planning and service delivery. However, disparities in digital literacy, internet accessibility, and institutional transparency remain significant barriers. The findings underscore that DCP strengthens social cohesion, trust, and accountability, thereby fostering social sustainability within urban governance frameworks. The study recommends that local governments adopt inclusive ICT policies, capacity-building programs, and open-data initiatives to deepen citizen involvement in decision-making. By embedding digital participation into the smart city agenda, emerging urban centers like Lafia can accelerate sustainable urban transformation and equitable governance aligned with UN Sustainable Development Goals (SDGs) 11 and 16.

This study examines the challenges of media education in addressing the spread of hoaxes among Generation Z, who are digital natives living in the digital era. Although Generation Z has extensive access to technology and social media, their levels of digital literacy vary significantly, particularly in information verification and digital ethics. Their susceptibility to hoaxes is influenced by the intensity of social media use, limited critical thinking skills, and the insufficient integration of media literacy into formal education. Using a literature review method, this study analyzes the characteristics of Generation Z, the factors contributing to their vulnerability to hoaxes, and effective strategies for strengthening media literacy. The findings highlight the need for comprehensive, collaborative, and adaptive media literacy education that aligns with technological developments and the specific characteristics of Generation Z, enabling them to become smart, critical, and responsible digital citizens. This study contributes to the understanding of how media education can be optimized to enhance Generation Z’s resilience against misinformation, offering a conceptual framework for developing more effective and contextually relevant media literacy programs

ABSTRACT This study critically examines South Korea’s 2022 national curriculum reform and digital transformation policies through the lens of algorithmic governmentality. Drawing on policy documents and curriculum materials, this study analyses how the digitalization of education constructs new forms of educational subjectivity and reconfigures educational expertise. The study reveals three key findings. First, data-driven decision-making and algorithmic management fundamentally reshape educational judgment and professional expertise. Second, the formation of ‘digital citizens’ through curriculum reform normalizes specific forms of subjectivity while producing new hierarchies of cultural capital. Third, digital inclusion policies, paradoxically, generate sophisticated exclusion and differentiation mechanisms. These findings demonstrate that digital education reform transcends technological innovation, representing a political project that reconstitutes the nature of education itself. This analysis contributes to understanding how algorithmic governmentality operates in educational settings and its implications for educational equity and democratic values.

ABSTRACT This analysis explores how skilled migrants engage with media in a polarized and crisis-affected system across Greece and Türkiye. It focuses on the media use, self-expression, and social participation of first-generation Turkish skilled migrants (3 males, 12 females) in Athens in mixed marriages with Greek spouses. The interviews, conducted in 2023 with twelve women and three men, reveal how digital and social media shape their transnational experiences, digital citizenship practices, and social participation in both Greek and Turkish communities. This study is concerned with a bottom-up approach to Greek–Turkish relations. As part of a broader ethnographic study on Turkish-speaking communities’ digital citizenship practices in Athens, the fieldwork was conducted from October 2022 to July 2023, coinciding with the 100th anniversary of the Lausanne Peace Treaty. Their media use highlights the intersection of personal and collective identities within diasporic contexts, offering a nuanced understanding of transnational lives.

The rapid digital transformation toward a hyper-connected and hyper-intelligent society has led to various social issues, including human rights violations, cyberbullying, and personal data breaches. Consequently, cultivating digital citizenship has emerged as an essential competency. This study aims to explore strategies for fostering digital citizenship through general education and to propose a concrete curriculum framework. The research primarily employs literature review and analysis of domestic and international case studies. The findings are as follows: digital citizenship is a multidimensional concept that goes beyond the use of technology to encompass ethical, social, and psychological dimensions. In Korea, existing research tends to focus on value-oriented and function-oriented practices, while lacking theoretical foundations based on knowledge and critical reflection. Based on these insights, this study presents design and operational principles for an integrated, progressive, and up-to-date curriculum within general education to enhance digital citizenship. As a conceptual exploration based on literature review, this study suggests that future research should include empirical validation in actual educational settings and effectiveness analysis based on expert and learner needs.

In the context of the increasing digital integration into daily life, this paper examines the emergence of the ‘New Homo Sapiens’, an individual shaped by continuous media engagement and evolving communication practices.It further explores how this shift influences identity, cognition, and social behavior, alongside examining the role of media literacy in facilitating individuals’ adaptation to the challenges of contemporary digital life. Accordingly, the research adopts a conceptual approach grounded in interdisciplinary perspectives, drawing from media ecology and digital literacy studies. A qualitative review of existing findings, supported by evidence from the Western Balkans’ educational context (North Macedonia, Kosovo and Albania), leads to the conclusion that the readily accessible information and new forms of expression have introduced both benefits and challenges into the learning domain. Therefore, the region’s educational models should integrate media literacy as a central element to cultivate critical thinking skills, ensure ethical media engagement, and foster digital citizenship among the digitally shaped, New Homo Sapien. Keywords: New Homo Sapiens, Media Interaction, Identity, Social Behavior, Educational Models, Critical Thinking, Digital Citizenship.

ABSTRACT The digitalization of notarial and registry services in Brazil, driven by Law No. 14,382/2022 and CNJ Provision No. 134/2022, represents a profound institutional modernization process with significant sociotechnical implications. This article critically analyzes how this digital transformation aims to enhance efficiency and expand citizen access to notarial services through initiatives such as the Electronic System of Public Records (SERP) and remote service offerings. The research adopts a qualitative and sociotechnical approach, combining normative and institutional document analysis, literature review, and a case study on the implementation of SERP in southern Brazil. The findings reveal that, in a country marked by socioeconomic and technological inequalities, the absence of robust digital inclusion policies may turn these innovations into new vectors of exclusion, limiting access to justice and the full exercise of digital citizenship for vulnerable groups. Furthermore, the protection of personal data emerges as a central ethical and legal imperative: compliance with the Brazilian General Data Protection Law (LGPD) requires balancing the inherent publicity of registry acts with the rights to privacy and informational self-determination. The study concludes that the success of notarial digitalization depends on an integrated approach that combines technological innovation, legal security, data protection, and digital inclusion, ensuring that modernization efforts strengthen rights and promote a more inclusive and democratic digital citizenship. Keywords: notarial digitalization; personal data protection; digital inclusion; digital citizenship; sociotechnical approach.

Objective: This study aims to analyze the impacts of technological innovations and digital inclusion on small businesses and family farming in Chapada dos Guimarães (MT), through the experience of the LabCom Project, implemented with resources from the Aldir Blanc Law in 2021. Theoretical Framework: The research is grounded in authors such as Schumpeter (1984), Castells (2003), Soares (2000), and Manzini (2008), addressing the concepts of technological innovation, digital inclusion, creative economy, and educommunication, especially in contexts of social vulnerability. Method: This is an exploratory study with a qualitative approach. Data were collected through interviews with eight young participants from peripheral communities. The interviews included two open-ended questions aimed at capturing the effects of technological training on their personal and family realities. Results and Discussion: The results show that the project increased the visibility of local small businesses, strengthened youth autonomy, and enabled the strategic use of ICTs. The discussion highlights how critical appropriation of technology fostered digital citizenship and social innovation in the territories studied. Research Implications: The findings suggest that ICTs have the potential to act as tools for economic and social transformation, with direct impacts on family farming and youth entrepreneurship in vulnerable territories. Originality/Value: This study contributes by demonstrating how digital inclusion, when aligned with public innovation policies, can strengthen local economies and promote youth protagonism.

Digital literacy has become an essential skill in higher education, particularly in online and distance learning settings. This study explores the use of Light Gradient Boosting Machine (LightGBM) to classify digital literacy levels among 10,393 students at Universitas Terbuka. To improve both efficiency and clarity of interpretation, feature selection was carried out using SelectKBest, which reduced the dataset to 33 predictors. The final model, evaluated through stratified 5-fold cross-validation, achieved an accuracy of 0.964 and a weighted F1-score of 0.964. The results show that limiting the number of features did not weaken predictive performance, while also making it easier to identify which aspects of digital literacy are most influential. Interestingly, the strongest predictors were not only technical skills but also ethical behavior, digital citizenship, and online communication. These findings highlight that digital literacy is multidimensional and that effective assessment tools must account for social and behavioral factors alongside technical competence. Taken together, applying feature selection with LightGBM offers an effective way to assess digital literacy in higher education. The method achieves strong predictive accuracy while keeping the model interpretable, giving universities clearer guidance for shaping interventions and curricula in online learning contexts.

The development of digital technology in Indonesia has created new spaces for participation, but has not been matched by adequate digital citizenship literacy. Digital communities, such as the Mosque Cleaning Community (KPM), have substantial social capital but have not yet optimally utilized digital platforms for civic engagement. This community service (PkM) activity aims to implement a digital citizenship-based civic learning model to empower KPM. The PkM implementation method uses a participatory approach adapted from the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The activity stages include: (1) Analysis of partner needs through digital observation and online interviews; (2) Intervention design in the form of workshops and mentoring materials; (3) Development of relevant educational content; (4) Program implementation through online workshops and intensive mentoring in partner social media groups; and (5) Program evaluation using pre-tests and post-tests as well as qualitative observations. The results of the community service show a significant increase in the knowledge, awareness, and digital citizenship skills of KPM members. There has been a transformation in the use of community social media, from being passively informative to being more participatory, critical, and educational. This program successfully increased the community's civic engagement capacity in the digital space. The implications of this activity suggest the adoption of a similar model by policymakers, such as the Indonesian Mosque Council (DMI) and the Education Office, for broader youth development.

ABSTRACT Computational thinking is a fundamental type of literacy that digital citizens must possess in an information society. Current researches about programming education usually focus on software development and application, lacking the guidance of a theoretical framework. Concept-Design-Implementation-Operation (CDIO) is a framework that emphasizes the amalgamation of theory and practice. Based on constructionism theory, project-based learning theory, and situational learning theory, this study designs a programming education model from the perspective of CDIO and conducts a quasi-experimental study to examine this model’s effects on high school students’ computational thinking. The participants included two parallel class students in a high school in Western China. This quasi-experimental study’s findings indicate that: (1) students in programming education using the CDIO framework demonstrate a higher mean value of computational thinking than those in traditional classroom education; (2) when this type of programming education is employed, the development of students’ overall computational thinking differs significantly from that of traditional teaching, especially in the three dimensions of algorithmic thinking, critical thinking, and creativity. This study provides implications for the reform of programming education and improvement of high school students’ computational thinking, digital learning, and innovation abilities.

This study analyzes the contribution of digital literacy in shaping civic awareness among young people who are active on social media. The development of digital technology has changed the way the public participates, providing new opportunities for young people to engage in social and political issues. However, the actual situation shows that low digital literacy makes them vulnerable to disinformation, hoaxes, and polarization, which have the potential to undermine democracy. This study aims to identify how digital literacy can be an instrument for realizing ideal conditions, where young people are able to participate critically, ethically, and responsibly. Qualitative research methods with a case study approach were used to analyze data from social media platforms and interviews with young people. The results show that digital literacy plays a crucial role in training critical thinking skills, information verification, and the ethics of online interaction. This contribution directly shapes a more mature sense of citizenship, transforming them from passive consumers into active and positive digital citizens. This study concludes that strengthening digital literacy is essential for building a strong foundation of citizenship in the digital age.

In the era of mobile internet, college students demonstrate significant enthusiasm for participating in discussions of hot topics on social media platforms. Existing research indicates that this engagement is driven by a variety of internal and external factors, including self-efficacy, psychological empowerment, and the influence of new media technologies. Despite these insights, there remains a scarcity of in-depth studies focusing on the primary motivations behind such behavior, particularly regarding individual differences among students. To address this gap, the present study employs Q methodology—a mixed-method approach combining qualitative and quantitative techniques—to systematically analyze the subjective motivations of college students engaging in online trending topics. Through the analysis of participants' sorting of statement cards and subsequent factor extraction, four distinct engagement profiles were identified: self-referential rationalists, who prioritize practical benefits; values-driven advocates, who are driven by moral and social principles; interest-oriented participants, who seek to share personal opinions; and rights-protection oriented participants, who engage in discourse to protect their pre-existing views or group interests. These findings offer valuable insights for digital citizenship education, student support services, and media literacy programming. Rather than applying uniform approaches, educators and platform designers could develop tailored strategies that acknowledge these varied motivational profiles.

ABSTRACT This study examines how disadvantaged, low-literate adults experience digital citizenship to scrutinize digital inclusion policies and promote a more inclusive, diverse, and comprehensive understanding of digital citizenship and inclusion. Therefore, we ask: (1) What do disadvantaged, low-literate Dutch citizens consider digital citizenship? (2) How is digital citizenship practiced in everyday life by disadvantaged, low-literate Dutch citizens? (3) How is the imposed digitization of digital citizenship experienced by disadvantaged, low-literate Dutch citizens? To answer these questions, we adopt an ethnographic approach inspired by grounded theory. We rely on participant observations and semi-structured interviews (N = 77) with low-literate Dutch adults in three libraries, a community center, and a school for adult education in the Netherlands. Our findings reveal that low-literate citizens see digital citizenship not as an empowering choice but as an imposed necessity, raising questions about its value and inclusivity. Therefore, we argue that enforcing active digital citizenship strategies without co-creating digital inclusion programs with disadvantaged citizens raises the risk of fostering social exclusion, as disadvantaged citizens are held responsible for their failures, shortcomings, and vulnerabilities. Our study not only shows the impact of digitization on (disadvantaged) citizens’ lives, but also how this limits possibilities to foster their own situated expressions and practices of citizenship. These insights could foster a more situated, polyvocal, and holistic understanding of digital inclusion and digital citizenship.

The relevance of the study is determined by the fact that the implementation of political influence in the digital age extends beyond the classical models of propaganda. A shift is observed towards multi-level, interactive, algorithmically mediated interaction, where digital platforms, artificial intelligence, big data analytics, and digital citizen behavior play a key role. The research aims to explore the digital transformation of political influence through the lens of contemporary propaganda dynamics. The paper shows a shift from classical models of ideological mobilization through centralized media to decentralized, algorithmically mediated forms of interaction defined by digital platforms, artificial intelligence, and big data analytics. The hybrid nature of modern propaganda is emphasized, as it combines traditional communication methods with new technologies, including micro-targeting, the use of bots, deepfakes, and algorithmic content filtering. Special attention is paid to the epistemological shift in the paradigm of political communication: from centralized and verbal to fragmented, multimodal, and emotionally manipulative. The article outlines the threats of algorithmic authoritarianism, information overload, and cognitive manipulation, which undermine democratic resilience and blur the boundaries between truth, propaganda, and disinformation. At the same time, the necessity of developing digital sovereignty and media literacy as key mechanisms to counter disinformation and protect democratic values in the digital age is emphasized. It is established that the transformation of communication forms caused by digitalization expands the ontological boundaries of political power, and political propaganda becomes the infrastructural core of the power mechanism. One of the most alarming consequences of the digital transformation of political influence is the increased vulnerability of democracy to manipulation and information attacks. Digital propaganda becomes not just a tool of influence but also a means of undermining the foundations of the democratic order. It not only changes the tools of politics but also changes its very anthropology, eroding fundamental concepts of leadership, participation, trust, and identity.

The digital era, especially through platforms like TikTok, has transformed the landscape of public discourse among Indonesia's youth. This research investigates the mechanisms of polarization in the viral socio-cultural trend 'Kabur Aja Dulu' on TikTok, aiming to uncover how algorithmic echo chambers are formed and their impact on digital civic engagement. Utilizing a convergent mixed-methods design, this study combines quantitative analysis of 60 TikTok videos (30 Pro, 30 Contra) with qualitative discourse analysis. The quantitative analysis uses MANOVA to compare user engagement profiles (likes, comments, shares), while the qualitative analysis examines the framing strategies of both sides. Statistical results show that Pro sentiment content significantly achieves higher engagement levels across all metrics (Pillai's Trace = 0.373, p < 0.001) compared to Contra content. Qualitative findings reveal that the Pro camp successfully utilized emotional and aspirational framing (healing, self-care), which resonates more with TikTok's algorithm logic. Conversely, the Contra camp employed normative-critical framing (nationalism, privilege) which is less effective in triggering engagement. It is concluded that polarization is reinforced by algorithmic curation that amplifies affirmative discourse and validates emotions, thus pushing the shift in digital civic practices towards a more therapeutic and individualistic direction, while hindering deliberative public dialogue