Bibliographic Details
| Title: |
LA CIUDADANÍA DIGITAL EN EL SIGLO XXI: UN DESAFÍO EDUCATIVO EN LA ERA DE LA INTELIGENCIA ARTIFICIAL. |
| Alternate Title: |
DIGITAL CITIZENSHIP IN THE 21ST CENTURY: AN EDUCATIONAL CHALLENGE IN THE AGE OF ARTIFICIAL INTELLIGENCE. |
| Authors: |
Sereño, Francisco1 francisco.sereno@uchile.cl |
| Source: |
Calidad en la Educación. jul2026, Issue 64, p147-177. 31p. |
| Subject Terms: |
*Artificial intelligence, *Digital literacy, *Education policy, *Curriculum change, Artificial intelligence & ethics, Sociotechnical systems, Moral judgment |
| Geographic Terms: |
Chile, South America |
| Abstract (English): |
Digital transformation has broadened the concept of citizenship by transcending national borders and conventional political frameworks. This critical essay, documentary in nature and grounded in a sociotechnical perspective, analyzes digital citizenship in the context of Chilean upper secondary education, situating it within a rapidly evolving international debate. The central thesis holds that 21st-century digital citizenship requires moving beyond the current transversal approach in Chile to consolidate explicit algorithmic literacy and ethical judgment, anchored in updated empirical evidence and a sociotechnical framework that recognizes both the agency of digital artifacts and the need for democratic rationalization of the technical codes that permeate the school system. To support this thesis, the essay examines the official definition and dimensions proposed by the Ministry of Education of Chile, analyzes the incorporation of digital citizenship into the curriculum for grades 11 and 12 of upper secondary education (Supreme Decree No. 193 of 2019), contrasts the Chilean framework with international developments (the European Union, Spain, the United Kingdom, Australia, South Korea, Singapore, Latin America, UNESCO, OECD), discusses the ethical and democratic challenges posed by artificial intelligence, and formulates concrete proposals for curricular consolidation. Education is positioned as fundamental to cultivating an informed, critically aware, and empowered digital citizenry dedicated to collective wellbeing. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
La transformación digital ha ampliado el concepto de ciudadanía al trascender las fronteras nacionales y los marcos políticos convencionales. Este ensayo crítico, de naturaleza documental y perspectiva sociotécnica, analiza la ciudadanía digital en el contexto de la educación media chilena, situándola en un debate internacional en rápida evolución. La tesis central sostiene que la ciudadanía digital del siglo XXI exige trascender el enfoque transversal vigente en Chile para consolidar una alfabetización algorítmica y un juicio ético explícitos, anclados en evidencia empírica actualizada y en un marco sociotécnico que reconozca tanto la agencia de los artefactos digitales como la necesidad de racionalización democrática de los códigos técnicos que atraviesan la escuela. Para sustentar esta tesis, el ensayo examina la definición y las dimensiones oficiales propuestas por el Ministerio de Educación de Chile, analiza la incorporación curricular en 3° y 4° año de educación media (Decreto Supremo 193 de 2019), contrasta el marco chileno con avances internacionales (Unión Europea, España, Reino Unido, Australia, Corea del Sur, Singapur, América Latina, Unesco, OECD), discute los desafíos éticos y democráticos planteados por la inteligencia artificial y formula propuestas concretas para la consolidación curricular. La educación se posiciona como el elemento fundamental para cultivar una ciudadanía digital informada, con conciencia crítica, empoderada y dedicada al bienestar colectivo. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
