Systematic Review of Digital Citizenship and Human Rights in Educational Contexts

Authors

DOI: https://doi.org/10.6018/riite.684221
Keywords: digital citizenship, human rights, online learning, transformative education

Abstract

Digital citizenship has often been understood within the framework of Ribble´s nine principles, and is frecuently associated with good practices in internet use, wich limits it´s potential for civic participation. Likewise, there was a lack of evidence on how to develop critical, participatory, and emancipatory approaches that would strengthen the exercise of human rights   in educational contexts. This study addressed the relationships between digital citizenship and human rights, and pursued four objectives: to analyze the conceptual and theoretical frameworks that underpinned this relationships, to examine the essential skills and knowledge required to exercise digital citizenship; to identify the main challenges and tensions faced by educational and social institutions in implementing digital citizenship; and to identify evidence-based guidelines and recomendations to strengthen education, regulation, and community partipation in digital citizenship. To this end, the systematic review method was used and the PRISMA 2020 guidelines were applied. The findings revealed a paradigm shift from normative-instrumental approaches to critical and transformative frameworks focused on human rights. The main challenges documented included pesistent digital divides, curriculum fragmentation, tensions between youth protection and participation, and teacher training limitations. Although longitudinal and experimental studies exploring the effects of digital citizenship were not analyzed, the study highlighted that digital citizenship needed to be included in the curriculum across the board from preschool onwards, with specialized teacher training and partnerships with families and communities to build protective and participatory ecosystems.

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Author Biographies

Jose Rubén Castro Muñoz, UJAT

Professor and researcher at the Universidad Juárez Autónoma de Tabasco, Mexico. His studies are: Bachelor's Degree in Psychology. Specialty in Institutional Clinical Psychology. Master's Degree in Clinical Psychology. He has worked as a teacher for 15 years, during this period he has been an undergraduate thesis advisor. External evaluator for the National Council of Teaching and Research in Psychology. He has the PRODEP profile recognition. He has developed several research projects with and without funding. He also has publications in peer-reviewed journals, as well as participation in several national and international congresses. She is currently a doctoral student at the Universidad Autónoma de Querétaro, in the area of Educational Technology. Her line of research focuses on ICT in school and work educational models. Oriented to the study of the integration of ICT in educational processes, virtual and distance, both in school and work environments (on-the-job training and updating), including cognitive, communication, management and evaluation aspects.
The title of her thesis is "Design and Application of a Micro-credential Model that Incorporates Digital Technology to Increase the Labor Competencies of Graduates".

 

Rocío Edith López Martínez., Universidad Autónoma de Querétaro

Docente - investigadora de la Universidad Autónoma de Querétaro, México. Sus estudios son: dos licenciaturas, en Ciencias de la Comunicación y la segunda en Informática Administrativa, una maestría en Administración con Especialidad en Finanzas, y 3 doctorados en Alta Dirección, Negocios Internacionales y en Educación. Se he desempeñado desde hace 14 años como docente; durante este trayecto ha sido presidenta de diversas tesis de licenciatura, maestría y doctorado. Cuenta con el reconocimiento al perfil PRODEP y pertenece al Sistema Nacional de Investigadores. Ha desarrollado diversos proyectos de investigación, con y sin financiamiento. También tiene publicaciones en revistas indexadas y arbitradas, así como en diversos capítulos de libros. Ostenta como coordinadora en dos libros de texto “TIC: avances en la investigación e innovación educativa I y II” y un tercer libro denominado “Hacia la ciudadanía Transdigital”. Ha participado en coloquios y congresos de talla Nacional e Internacional, como organizadora y evaluadora. Finalmente posee 6 certificados de propiedad intelectual.

Mariana Morales Alejandre, Universidad Juárez Autónoma de Tabasco

Mariana Morales Alejandre es académica e investigadora adscrita a la Universidad Juárez Autónoma de Tabasco, en Villahermosa, Tabasco, México. Su trayectoria combina la formación especializada en psicología con el desarrollo de líneas de investigación vinculadas al comportamiento humano y las dinámicas sociales contemporáneas.

Es doctoranda en el Instituto de Investigaciones Psicológicas de la Universidad Veracruzana, donde desarrolla proyectos enfocados en el análisis psicosocial y la comprensión de procesos que inciden en la construcción de la subjetividad y la convivencia. Anteriormente, obtuvo el grado de Maestra en Psicología por la Universidad Autónoma de Yucatán (2012‑2014), institución en la que fortaleció su formación científica y profesional dentro del ámbito de la psicología aplicada.

Su producción académica incluye la publicación “Violencia desde la Psicología: La riqueza de las fronteras”, en coautoría con Adriana Rodríguez Barraza, aparecida en la revista CIENCIA ergo-sum en abril de 2023. Este trabajo refleja su interés por analizar la violencia desde una perspectiva interdisciplinaria que conecta los enfoques psicológicos con la comprensión de fenómenos sociales y culturales.

El trabajo y la trayectoria de Mariana Morales Alejandre destacan por su enfoque reflexivo y su compromiso con la generación de conocimiento científico orientado a la transformación social y al fortalecimiento del bienestar humano en contextos diversos.

Héctor Herrera Barragán, Universidad Juárez Autónoma de Tabasco

Héctor Herrera Barragán es Profesor de Tiempo Completo Asociado “B” en la Coordinación de Psicología de la Universidad Juárez Autónoma de Tabasco, cargo que desempeña desde 2001 y en el que ha articulado docencia, gestión académica y vinculación con procesos formativos en educación superior.

 

Es Licenciado en Psicología por la Universidad Iberoamericana y Maestro en Teoría Psicoanalítica por el Centro de Investigaciones y Estudios Psicoanalíticos, formación que ha orientado su trabajo hacia el análisis de la subjetividad, la interpretación en las ciencias humanas y la reflexión pedagógica aplicada a contextos universitarios.

 

Su producción académica muestra una línea consistente en psicología del desarrollo y educación, con énfasis en juventudes, género y trayectorias estudiantiles: ha publicado sobre el impacto personal y escolar del embarazo y la maternidad en universitarias, aportando evidencia cuantitativa sobre apoyos familiares, escolares y de pareja y sus efectos en el rendimiento y el bienestar; asimismo, ha explorado la interpretación como eje hermenéutico en la construcción del conocimiento en ciencias humanas y la evaluación del servicio social como estrategia para fortalecer competencias profesionales en psicología.

 

En el ámbito de juventudes y violencia escolar, ha analizado representaciones con perspectiva de género mediante estudios de contenido de producciones gráficas de bachilleres en contextos urbanos y rurales de Tabasco, contribuyendo a comprender los imaginarios y sesgos que median la experiencia escolar y la socialización de género en la adolescencia.

 

Su trayectoria combina investigación aplicada, reflexión pedagógica y gestión académica, con aportes que vinculan teoría psicoanalítica, metodología interpretativa y evaluación educativa para mejorar prácticas formativas y comprender problemáticas clave de la vida estudiantil en instituciones públicas de educación superior

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Published
01-12-2025
How to Cite
Castro Muñoz, J. R., López Martínez., R. E., Morales Alejandre, M., & Herrera Barragán, H. (2025). Systematic Review of Digital Citizenship and Human Rights in Educational Contexts. RiiTE Interuniversity Journal of Research in Educational Technology, (19), 9–34. https://doi.org/10.6018/riite.684221
Issue
No. 19 (2025): Number 19 - Social Education in the Digital Age
Section
Special Issue

Copyright (c) 2025 Jose Rubén Castro Muñoz, Rocío Edith López Martínez., Mariana Morales Alejandre, Héctor Herrera Barragán

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