Eco-Digital Citizenship and Solarpunk Imagination

Educating Systemic Responsibility in Children

Abstract

This paper reflects on how citizenship education can be rethought by integrating ecological awareness and digital
competence as interconnected dimensions of contemporary democratic participation, characterized by the intertwining
of ecological crisis, digital transformation, and geopolitical tension.
Drawing on experiences with Philosophy for Children (P4C), facilitation of classroom philosophical inquiry
communities, and work as a children’s book author, it proposes an integrated vision of ecological-digital citizenship as a
systemic and relational competence.
In dialogue with thinkers such as Morin, Bateson, Latour, Lipman, Sharp, and Nussbaum, the paper outlines an
educational model intertwining critical thinking, an ethics of care, and ecological awareness. It argues that slowness,
wonder, and reflexivity constitute the foundations of a citizenship capable of inhabiting the complexity of the
contemporary world, also drawing on the principles of Public History.
The article outlines theoretical and methodological orientations to foster in children a sense of responsibility toward
both the natural and the digital world, understood as interconnected dimensions of democratic participation and shared
care.
Educational practices aimed at fostering systemic responsibility, critical thinking, empathy, and imaginative capacity,
within a Solarpunk framework, oriented toward sustainable and optimistic futures.