Digital citizenship education: An in-depth study of teaching practices and research insights

Abstract

This study systematically reviews empirical research on digital citizenship (DC) education published between 2004 and 2024. DC, a multidimensional concept, encompasses the norms of appropriate and responsible behavior regarding technology use, promoting societal participation and transformative roles in digital spaces. Using PRISMA guidelines, 26 studies were analyzed to identify teaching practices, methodologies, participants, and assessment tools in DC education. Key findings reveal a growing emphasis on blended and technology-supported teaching strategies, with methods such as gamification, scenario-based learning, and collaborative approaches being widely adopted. The thematic analysis highlighted five main areas of focus: development of DC skills, effectiveness of digital learning environments, evaluation of DC education programs, challenges and solutions students encounter in the digital environment, and the roles of teachers and educators. A critical gap exists in aligning instructional design with the comprehensive teaching of all DC dimensions, underscoring the need for long-term, constructivist-driven educational interventions.