This speech is organized in three moments. The first one focuses on Digital Citizenship Education, defined as “the ability to positively and competently engage with technologies (create, work, share, socialize, investigate, play, communicate and learn); participating actively and responsibly (values, skills, attitudes, knowledge and critical understanding) in communities (local, national, global), at all levels (political, economic, social, cultural and intercultural); being involved in a lifelong learning process (in formal, nonformal and informal context); continuously defending human rights and human dignity” (Frau-Meigs, O’Neill, Soriani and Tomé, 2017). The second moment deconstructs the Digital Citizenship Education building in its 10 domains (Council of Europe, 2017), which are founded on the Competences for Democratic Culture, and should be implemented having in mind five pillars: policies, actors, strategies, infrastructures & resources, and evaluation. We also explore training resources, both for trainers and learners, aimed to formal, non-formal and informal learning contexts. The third moment consists of perceiving Digital Citizenship Education in action through the presentation of a set of activities developed under three research projects, and their available results: a Council of Europe’s pilot-project developed in Secondary school of five European countries; a Media Literacy initiative against disinformation as part of the international project IBERIFIER-Digital Media and Fact-checking hub, which consists of training teachers and developing media literacy projects in schools; a longitudinal community-project developed in Lisbon neighbourhood since 2015, whose main actors are Preschool and Primary school children, their families and teachers.

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