Abstract

In an era shaped by pervasive digital technologies and the rise of artificial intelligence, the concept of citizenship is being redefined to include algorithmic environments and new forms of access, participation, and justice. This chapter offers a critical reflection on inclusive digital citizenship, seen as a right and a practice of active, conscious, and equitable engagement in digital public life. At its core lies the intersection between education, inclusion, and digital justice. The text explores principles such as data sovereignty, algorithmic accountability, and distributive justice, showing how education can support them through intentional design. Drawing on the DigCompEdu framework and Universal Design for Learning (UDL), it proposes strategies to build accessible, learner-centered environments. The chapter contributes to the debate on digital education policy and envisions digital citizenship as a transformative practice, merging democratic participation and innovation within a shared project of equity.