From digital literacy to digital citizenship: teachers in the Goldilocks zone

• In Event: Highlighted Session: Citizenship education and teaching digital competencies for a polarized time

Proposal

As digital technologies increasingly permeate all aspects of life, the competences required of educators must evolve to address the complex challenges of the 21st century. This paper investigates the essential digital skills that teachers need to cultivate and the strategies they can employ to adapt to changing educational contexts. Focusing on Northern Ireland (NI), where the educational system is uniquely positioned within a "Goldilocks zone" for technology deployment (Taggart & Roulston, 2024), this paper highlights the optimal conditions under which digital tools can be integrated into pedagogy to enhance teaching, learning and civic engagement.

The concept of a "Goldilocks zone," originally used in astrobiology to describe environments where conditions are just right for life, is applied here to describe NI’s educational context—a region small enough to manage systemic changes effectively, yet large enough to provide meaningful data and insights. This unique positioning has allowed NI to leverage significant investments in educational technology infrastructure, creating opportunities for innovative pedagogical practices. Challenges, however, endure, particularly the uneven distribution of digital capital across schools.

Central to this discussion is the theme of digital citizenship, especially in the context of harmful online behaviour, disinformation, and the rise of extremism. As digital connectivity becomes increasingly viewed as a necessity of life (Hansen, 2020), educators must be equipped to guide students through the ethical complexities of digital participation. To address these challenges effectively, a strategic vision that embeds digital competences within the curriculum is essential. This approach ensures that educators are not only technically proficient but also critically engaged in fostering students' ability to navigate the digital world responsibly.

The ecological approach to educational technology, which considers the broader systemic factors influencing technology adoption, is particularly relevant here. This approach highlights the interconnectedness of various layers within the educational ecosystem—ranging from individual teacher competences to institutional support and beyond (Hammond, 2019). In NI, the successful implementation of digital tools is deeply influenced by these broader factors.

The outdated teacher competence frameworks in NI, which have not been updated to reflect contemporary digital realities, highlight the need for a more comprehensive approach to teacher education in this area. The potential of emerging technologies as pedagogical tools is also examined, emphasising their role in fostering critical thinking and combating online polarisation and extremism. By engaging students in the creation of narratives that promote critical reflection and civic engagement, such technologies can unlock a powerful means of countering the negative influences of online spaces.

This research provides critical insights for envisioning the future of education in a digital society. By understanding and leveraging the conditions within NI’s "Goldilocks zone," educators can develop the digital competences necessary to prepare students for active, informed participation in a rapidly evolving digital landscape. As the educational community continues to grapple with the challenges of digital transformation, this paper calls for a reimagining of educational practices that prioritise both technological proficiency and ethical engagement. This reimagining is crucial for the advancement of digital literacy and for fostering a more just and equitable digital society.

Author

• Sammy Taggart, Ulster University