Keywords
critical digital literacy
upper secondary education
higher education
digital culture
Categories
How to Cite
Abstract
The problem under investigation was the limited understanding of which educational approaches truly foster the development of critical digital citizenship among upper secondary and higher education students. The aim of this study was to systematically analyze empirical evidence on programs, courses, and interventions focused on critical digital citizenship, identifying their approaches and outcomes. The method used was a systematic review based on the PRISMA 2020 statement, with searches in Scopus, Web of Science, ERIC, SciELO, and Redalyc for studies published between 2015 and 2025, applying predefined inclusion and exclusion criteria and selecting 12 empirical studies. The findings showed consistent improvements in knowledge, ethical attitudes, and responsible use of technologies, but more modest advances in digital civic participation and critical activism, together with important methodological limitations. This is an emerging field that demands integrated instructional designs, authentic assessment, and greater contextualization in Latin American higher education settings.
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