Civic Education and the Evaluation of Youth Digital Responsibility

Abstract

The proposal presented here addresses a close and real problem for upper secondary students: digital irresponsibility. Many students do not clearly perceive the risks associated with the use of Information and Communication Technologies (ICT), which exposes them to avoidable consequences. The purpose here is to propose a pedagogical strategy from Civic Education and values education that fosters responsible behavior in the digital environment.

To understand the situation, interviews, surveys, and documentary analysis are used to diagnose how young people think and act regarding ICT. Based on that diagnosis, a strategy is proposed that is grounded in reflection, debate, and continuous self-assessment, with activities that promote critical thinking and the regulation of digital behavior. The proposal seeks for students to recognize the advantages of responsible Internet use, such as collaborative work and respect, and to contrast them with the disadvantages—anonymity, negative influence, procrastination, and the formation of hate groups—in order to make informed decisions. The ultimate goal is to form responsible digital citizens who are aware of the ethical implications of their online behavior. To achieve this, family and school must commit as primary socializing agents: to accompany, guide, and model practices that encourage critical and ethical audiovisual consumption. Only in this way can the imprint left by the content young people interact with during their leisure time be countered and a safer, more respectful digital environment be built.