Digital Citizenship Literacy in Education: A Comparative Review of International and Chinese Perspectives
Asian Journal of Education and Social Studies · pp. 507–518 · Published 16 Apr 2025
10.9734/ajess/2025/v51i41888Abstract
Rapid technological advancements significantly reshape individuals' work, learning, and daily interactions, creating a digital society populated by digital citizens. Digital citizenship literacy (DCL) has thus become crucial, prompting international efforts by organizations like UNESCO and national initiatives such as China's Education Informatization 2.0. This study employs a comparative literature review to analyze international and Chinese research regarding DCL concepts and measurement within educational contexts. By identifying similarities and differences between these research bodies, this study reveals that Chinese scholars tend to integrate national identity, social responsibility, and cultural orientation into their understanding of DCL based on international perspectives. Through a closer examination of DCL concepts and assessment dimensions, the paper clarifies DCL definitions, evaluates existing measurement tools, and offers guidance for enhancing digital citizenship education, promoting equity, and sustainable digital society development.
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