Methodology for forming digital civil literacy among teenagers

Abstract

The article explores the methodological foundations of developing digital civic and legal literacy among adolescents. It reveals the key principles of organizing the activities of a class teacher in a digital educational environment aimed at bridging the gap between traditional educational practices and the realities of a digital society. The article describes a system of interconnected principles: value–based goal–setting, modeling, distributed subjectivity, pedagogical expediency, and systemic reflection. It presents a sequence of pedagogical design, including diagnostics, creating an educational context, organizing collaborative activities, and conducting reflective assessments.