DIGITAL CITIZENSHIP EDUCATION IN THE AGE OF ARTIFICIAL INTELLIGENCE

Abstract

The expansion of artificial intelligence, particularly generative systems, has intensified transformations in the ways information is produced, accessed, selected, and shared, while introducing new challenges related to authorship, privacy, disinformation, algorithmic bias, transparency, and social participation. In this context, digital citizenship cannot be understood merely as the instrumental mastery of tools or the adoption of safe online behaviors, but rather as a comprehensive educational process that enables individuals to critically understand digital environments and participate in them ethically, autonomously, and responsibly. This article aims to analyze the foundations and challenges of education for digital citizenship in the face of the growing presence of artificial intelligence, discussing the relationships among digital culture, media and information literacy, AI literacy, digital rights, authorship, and democratic participation. This qualitative study is based on bibliographic and documentary research drawing on national and international academic literature as well as guidelines and normative documents issued by UNESCO, the Council of Europe, the OECD, and Brazilian educational and digital legislation. It is argued that educating for digital citizenship in the age of AI requires moving beyond perspectives focused exclusively on the technical use of technologies and incorporating pedagogical processes that foster understanding of algorithmic systems, critical evaluation of information, data protection, recognition of biases, ethical decision-making, and active participation in digital culture. The study concludes that schools hold a strategic position in educating individuals who are able not only to use intelligent technologies but also to understand, question, and critically participate in the sociotechnical transformations they produce.