A CONCEPTUAL MODEL OF YOUTH DIGITAL CITIZENSHIP SKILLS IN CUGENANG VILLAGE

Abstract

Digital technology has expanded opportunities for youth learning, social interaction, and civic participation, yet technical proficiency alone does not ensure critical, ethical, safe, and responsible conduct. This conceptual paper develops a model of digital citizenship skills through the interaction of family, school, and community, using Cugenang Village, Cianjur, as a context for application rather than an empirical research site. An integrative literature review was conducted using 22 peer-reviewed articles, academic books, and policy documents on digital citizenship, media and information literacy, citizenship education, parental guidance, youth participation, and global citizenship. Sources were selected for conceptual relevance and publication credibility, then analysed through concept categorisation, comparison of findings, and thematic synthesis. The synthesis generated a three-layer model: ethical habituation in the family, critical literacy at school, and participatory actualisation in the community. These interconnected environments can strengthen youths’ ability to evaluate information, communicate civilly, protect privacy, respect digital rights, create responsible content, and use digital media for collective purposes. The model also positions local values—mutual cooperation, deliberation, civility, and social care—as ethical foundations that connect local participation with digital and global citizenship. The model offers a practical framework for social studies education and village-based youth programmes, but still requires empirical validation in Cugenang