In the digital age, individuals become more autonomous in selecting appropriate tools for specific tasks, which reinforces their ability to think critically and evaluate the impact of technology on their surroundings and decision-making processes (Karsenti et al., 2020). This autonomy, coupled with the necessity to assess technological innovations critically, underscores the importance of integrating digital literacy into educational frameworks, thus preparing individuals to adapt to ongoing changes while maintaining a high level of responsibility in their technological engagement. This integration not only enhances individual capabilities, but also emphasizes a broader societal responsibility towards promoting digital literacy, which ultimately contributes to social inclusion and professional development in an increasingly knowledge-driven economy (Milenkova & Lendzhova, 2021; Rambousek et al., 2015). In this context, the cultivation of digital literacy serves as a fundamental requirement for effective citizenship and participation in the knowledge society, illustrating that access to technology and the ability to navigate it responsibly are essential for personal growth and societal advancement.

The concept of digital citizenship is encompassing the knowledge, skills, and responsibilities necessary for individuals to engage effectively and ethically within the online realm. Digital citizenship involves an awareness of one’s online presence and the ability to employ behavioural norms that govern the appropriate use of technology, ensuring that individuals can navigate potential risks while respecting the rights of others in the digital environment (Rostain, 2019; Imer & Kaya, 2020). It emphasizes critical thinking and responsibility, enabling individuals to assess information judiciously and make informed decisions that reflect ethical considerations in their interactions with others online and offline. This multifaceted approach to digital citizenship highlights the importance of cultivating a sense of personal, community, and global responsibility, as individuals learn to balance their rights with the ethical implications of their digital actions.

Digital citizenship education has emerged as a crucial aspect of modern learning, encompassing the areas of digital literacy, critical thinking, and responsible online behaviour. It aims to prepare students for active participation in an increasingly digital world (Bombardelli, 2020; Gazi, 2016). While some educational approaches focus on personal responsibility and online safety (Mattson, 2016; Berson & Berson, 2003), others advocate for a more comprehensive understanding that includes ethical considerations, media literacy, civic engagement, and critical resistance to digital capitalism (Choi, 2016; Pötzsch, 2019).

The integration of digital citizenship into curricula at all educational levels is recommended to address social inequalities and promote inclusive practices (Monteiro et al., 2022). Critical digital literacy is emphasized as essential for developing informed and empowered citizens capable of navigating the complexities of the digital age (Voronkova et al., 2023). Overall, digital citizenship education is viewed as a multidimensional concept that extends beyond user competence to encompass broader societal implications and democratic values.

In this context, educators play a vital role in fostering digital literacy through new pedagogical practices that encourage students to engage with technology in a manner that is both responsible and informed, ultimately preparing them to participate meaningfully in the global digital community (Mossberger et al., 2007). In addition, the integration of digital citizenship into educational curricula can equip students with essential skills to navigate hybrid online-offline environments, promoting not only technical proficiency but also a strong ethical foundation for their future interactions in an increasingly interconnected world.

This educational emphasis on digital citizenship is especially pertinent in a time when the lines between online and offline interactions are increasingly blurred, necessitating a comprehensive understanding of digital rights and responsibilities that extends beyond mere technological use to encompass ethical decision-making and social engagement (Srivastava, 2023; Rostain, 2019; Cortesi et al., 2020; Mossberger et al., 2007). As digital media increasingly permeates daily life, fostering a robust understanding of digital citizenship is essential for youth to develop resilience against misinformation, engage thoughtfully with diverse perspectives, and advocate for their rights and those of others within the digital landscape (Cortesi et al., 2020; Cortesi et al., 2020; Melnyk et al., 2022; Mossberger et al., 2007; Rostain, 2019). To achieve this, we should define clear frameworks and objectives that guide the development of digital citizenship education, ensuring that young individuals not only acquire the necessary skills but also understand the broader implications of their digital actions on society at large. To this end, collaborative efforts among various stakeholders—including government and educational institutions—are needed to shape and implement effective digital citizenship programs that not only teach technical skills but also foster a commitment to ethical behaviour and social responsibility among youth as they navigate the complexities of the digital world.

In parallel, it is important that we recognize the varying degrees of digital competencies that exist among educators and students alike, as these disparities can significantly impact the effectiveness of digital citizenship initiatives and the overall ability to create a digitally literate society capable of addressing the challenges of the 21st century. In this regard, professional development opportunities for teachers must be prioritized to enhance their digital literacy, ultimately enabling them to serve as digital role models for their students and fostering a culture of critical engagement with technology within educational settings, which is essential for preparing students to become responsible and engaged digital citizens (Melnyk et al., 2022; Cortesi et al., 2020). Moreover, an intentional focus on mental health and well-being within educational programs can further enrich the development of digital citizenship, as supportive learning environments are essential for fostering the critical thinking and responsible behaviours that characterize effective digital engagement in today's challenging landscape (Srivastava, 2023). This holistic approach not only addresses the technical aspects of digital literacy but also emphasizes the significance of emotional intelligence and social awareness in cultivating mindful digital citizens who are capable of advocating for themselves and others in an interconnected digital society.

As we advance toward a more digital society, it becomes increasingly important to integrate digital citizenship principles into the educational framework, thereby empowering youth to navigate the complexities of the digital world with the confidence, critical thinking skills, and ethical understanding necessary to thrive as responsible, engaged, and productive members of the global community (Srivastava, 2023; Moralista et al., 2022). This necessitates ongoing research and dialogue among educators, policymakers, and mental health professionals to establish best practices for promoting digital citizenship and support systems that nurture students’ ability to think critically about their online interactions, reinforcing the importance of both individual and collective responsibilities in the digital world.