This brief argues that digitalisation is reshaping economies, politics and societies in ways that require a closer integration of digital literacy and citizenship education. The authors maintain that current digital literacy frameworks are fragmented and insufficient unless they are linked to broader educational goals that prepare learners to think critically, act ethically and participate constructively in digital environments. The paper explains that digital literacy is foundational because digital citizenship and digital rights depend on the ability to use technology competently and responsibly. It also stresses that citizenship in the 21st century now includes digital dimensions of status, identity and participation, making new forms of literacy essential.

Building on UNESCO’s Digital Literacy Global Framework and Global Citizenship Education framework, the brief proposes a synthesis that combines technical competencies with values, social skills and civic engagement. It emphasizes that teachers are central to this transformation and that educator training should be guided by internationally recognised models such as UNESCO’s ICT Competency Framework for Teachers and the EU’s DigCompEdu. The authors argue that standardised, scalable teacher training is necessary to reduce disparities in educational quality and prevent the digital divide from becoming a deeper “digital chasm.”

The brief concludes with policy recommendations focused on integrating digital and global citizenship education, improving equity and accessibility, introducing foundational digital skills from primary school, supporting lifelong learning and using the G20 as a platform for international policy coordination. Its overall message is that digital citizenship must be built through education systems that unite technical knowledge, ethical awareness and active participation.