Digital citizenship and ecological citizenship. Pedagogical and relational implications

Abstract

The convergence between Ecological (or "We-cological") and digital citizenship requires a new understanding of "Citizenship", which is no longer defined by territorial boundaries or limited to physical interactions, but extends to virtual spaces and the planetary ecosystem. This critical convergence calls for a profound transformation of pedagogy and of the educational relationship through the concept of systemic responsibility. This concept implies the awareness that every action, both online and offline, triggers a domino effect with repercussions across complex, socio-cultural, economic and environmental networks, thus requiring a paradigm shift from individualism to interdependence. Within this framework, a new educational model for the onlife era is emerging, in which pedagogical action must overcome the dichotomy between the real and the virtual, integrating Mortari’s “philosophy of care” with Floridi’s ethics of information. Through a theoretical and critical analysis, the paper shows that care for natural and digital ecosystems constitutes a unified relational posture, essential for educating citizens capable of consciously inhabiting the complex contemporary world. A phenomenological–hermeneutic methodology was adopted in the pedagogical research, proving appropriate for the interpretation of educational experience. The results highlight the need for a pedagogy of systemic regeneration aimed at enabling citizens to manage interdependence and to build a sustainable future.