Following up on two articles published on this project site concerning paradigm shifts in ICT schooling and the prospects of functional ICT education, it is time to take a step forward by reflecting on the digital citizenship consequences that the Digital First approach implies.
Reimagining education through the lenses of computational thinking and the functional language of informatics, a critical dimension remains: preparing students not only as problem-solvers and innovators, but as responsible digital citizens. In a world increasingly shaped by algorithms, data, and connectivity, the next step in education’s digital evolution must focus on values, ethics, and agency.
Digital citizenship goes beyond online safety or etiquette. It encompasses the knowledge, skills, and attitudes needed to engage meaningfully and ethically with digital technologies. While computational thinking equips students to tackle problems, and functional informatics trains them to design scalable, intelligent solutions, digital citizenship asks: To what end? For whose benefit? With what consequences?
The Evolving Role of ICT and STEM Teachers
For this transformation to succeed, ICT and STEM teachers at every level—primary, lower secondary, and upper secondary—are key change agents. Their role is no longer just about delivering technical content but about cultivating critical and ethical engagement with technology. Considering the three educational levels targeted by this project, it may be helpful to reflect separately on how ICT and STEM subjects are taught at each stage
In Primary School
At the primary level, ICT teachers are often the first to introduce students to structured digital thinking. Here, the focus must be on curiosity, play, and foundational awareness. Digital citizenship can be nurtured through storytelling, game-based learning, and class discussions about the consequences of sharing information online. Teachers can use simple unplugged activities to introduce algorithmic thinking while also embedding questions like: Who uses this technology? Who is left out? Primary STEM teachers, too, can model cross-curricular integration—linking environmental science lessons with discussions about digital waste or using math-based logic puzzles to foster early problem-solving habits. With the right tools and support, they lay the groundwork for ethical inquiry alongside technical exploration.
In Lower Secondary School
At this stage, students are more independent and inquisitive. ICT and STEM teachers can channel this by designing project-based learning experiences that blend functionality with values. For example, a lesson on data structures might evolve into a project analysing the spread of misinformation online, or a unit on robotics could involve programming assistive devices for students with disabilities.
Teachers here become facilitators of design thinking and digital ethics, helping students explore the consequences of their creations. They create space for reflective discussions and guide learners in navigating the tension between technological innovation and social responsibility.
In Upper Secondary School
At this level, the role of ICT and STEM educators becomes increasingly strategic. They prepare students not only for technical proficiency but for future leadership in a digital society. Advanced topics—AI, algorithmic decision-making, cybersecurity—can be explored alongside ethical dilemmas: Should AI be used in policing? How do we prevent bias in automated hiring?
ICT teachers may lead interdisciplinary modules, collaborating with humanities or civics teachers to explore the intersection of technology, law, and society. They also mentor students in participatory digital citizenship—for example, guiding them in developing civic tech tools, engaging in youth hackathons, or contributing to open-source social good projects.
By positioning themselves as both technical mentors and ethical guides, upper secondary teachers empower students to see themselves as tech-enabled citizens—not only ready for future jobs, but equipped to shape fairer, more inclusive digital futures.
A Shared Responsibility
Students, meanwhile, learn that their voice matters in shaping the digital world. They are empowered to ask hard questions, challenge assumptions, and act — whether by designing inclusive apps, participating in youth digital policy forums, or leading awareness campaigns in their schools. By connecting digital creation to civic purpose, education cultivates not just future tech leaders but active, ethical citizens.
Of course, fostering this mindset requires addressing systemic challenges—inequities in access, gaps in teacher preparedness, and the need for policies that integrate ethics and technology in meaningful ways. But the urgency is clear: as digital systems shape elections, job markets, and human relationships, the ability to critically engage with technology becomes a core democratic competence.
The Role of the “Digital First” Project
The Digital First project is well-positioned to champion this next frontier. By embedding digital citizenship across curricula and developing pedagogical tools that connect functionality to values, it supports teachers, especially in ICT and STEM disciplines, in becoming architects of change. The project fosters communities of practice, provides frameworks for interdisciplinary teaching, and empowers educators to guide students from digital fluency to ethical digital agency.
Education in the digital age must be more than relevant—it must be responsible. If we want a future where technology serves humanity, then we must raise a generation that knows how to question it, improve it, and wield it with care. Digital fluency, computational logic, and civic responsibility—together, these are the new literacies of our time.
References
Ribble, M. (2011). Digital Citizenship in Schools: Nine Elements All Students Should Know (2020, 2nd ed.). ISTE.
European Commission (2022). Digital Education Action Plan (2021–2027).
OECD (2021). 21st-Century Readers: Developing Literacy Skills in a Digital World.
Wing, J. M. (2006). Computational Thinking. Communications of the ACM, 49(3), 33–35.
Sentance, S., Waite, J., & Kallia, M. (2019). Teaching Computer Science in Schools: Developing a Research Agenda. Royal Society.
Sentance, S., Barendsen, E., Howard, N. R., Schulte, C. (2023), Computer Science in Education, Perspectives on Teaching and Learning in School.
Voogt, J., et al. (2015). Computational Thinking in Compulsory Education: Towards an Agenda for Research and Practice. Education and Information Technologies, 20(4), 715–728.
European Schoolnet & Joint Research Centre (2022). The Future of STEM in Education: Challenges and Opportunities.
Livingstone, S., & Third, A. (2017). Children and Young People’s Rights in the Digital Age: An Emerging Agenda. New Media & Society, 19(5), 657–670.
Redecker, C. (2017). European Framework for the Digital Competence of Educators (DigCompEdu). Joint Research Centre, EU.
UNESCO (2021). Reimagining Our Futures Together: A New Social Contract for Education.
DIGCOMP 2.2 (2022): The Digital Competence Framework for Citizens.
CO:RE – Children Online: Research and Evidence (H2020 Project). Link: https://core-evidence.eu/
