<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642024000100365</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v8i32.729</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Ciudadanía digital en estudiantes: revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital citizenship in students: a systematic review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Cidadania digital em estudantes: uma revisão sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soria-Pérez]]></surname>
<given-names><![CDATA[Yolanda Felicitas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sebastiani-Elías]]></surname>
<given-names><![CDATA[Yvonne de Fátima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lujano-Ortega]]></surname>
<given-names><![CDATA[Yolanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz-Mujica]]></surname>
<given-names><![CDATA[Juana Yris]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Lima  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Lambayeque  ]]></institution>
<addr-line><![CDATA[Lambayeque ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Puno  ]]></institution>
<addr-line><![CDATA[Puno ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<numero>32</numero>
<fpage>365</fpage>
<lpage>379</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642024000100365&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642024000100365&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642024000100365&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La finalidad de este artículo fue identificar las estrategias de abordaje para la formación en ciudadanía digital en estudiantes universitarios y de escuelas. Fue desarrollado como una revisión sistemática de la literatura actual en las bases de datos Scopus y Scielo. Los criterios de inclusión fueron publicaciones empíricas en estudiantes universitarios y escolares, con datos cuantitativos, cualitativos o mixtos de acceso abierto entre el periodo 2017-2022. Una primera búsqueda bajo la metodología Prisma reportó un total de 367 documentos, delimitando para el análisis final a 29 documentos. Los hallazgos constatan la efectividad de la Educación Ciudadana Mundial (ECM), herramientas en línea y pedagógicas en la Ciudadanía Digital (CD). Las dimensiones abarcan aspectos cognitivos, sociales, tecnológicos, éticos y personales. Práctica de netiqueta en redes sociales, aprendizaje y entorno familiar contribuye positivamente, mientras que el género y personales pueden ser factores negativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The purpose of this article was to identify approach strategies for digital citizenship training in university and school students. It was developed as a systematic review of the current literature in the Scopus and Scielo databases. The inclusion criteria were empirical publications on university and school students, with quantitative, qualitative or mixed open access data between the period 2017-2022. A first search under the Prisma methodology reported a total of 367 documents, delimiting for the final analysis to 29 documents. The findings ascertain the effectiveness of Global Citizenship Education (GCE), online and pedagogical tools in Digital Citizenship (DC). The dimensions cover cognitive, social, technological, ethical and personal aspects. Netiquette practice in social networks, learning and family environment contribute positively, while gender and personal can be negative factors.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo deste artigo foi identificar estratégias para abordar o treinamento de cidadania digital em estudantes universitários e escolares. Ele foi desenvolvido como uma revisão sistemática da literatura atual nos bancos de dados Scopus e Scielo. Os critérios de inclusão foram publicações empíricas sobre estudantes universitários e escolares, com dados quantitativos, qualitativos ou mistos de acesso aberto entre 2017-2022. Uma primeira pesquisa com a metodologia Prisma registrou um total de 367 documentos, limitando a análise final a 29 documentos. Os resultados confirmam a eficácia da Educação para a Cidadania Global (GCED), ferramentas on-line e pedagógicas na Cidadania Digital (CD). As dimensões abrangem aspectos cognitivos, sociais, tecnológicos, éticos e pessoais. A prática da netiqueta nas redes sociais, o aprendizado e o ambiente familiar contribuem positivamente, enquanto o gênero e a personalidade podem ser fatores negativos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Seguridad digital]]></kwd>
<kwd lng="es"><![CDATA[Cultura política]]></kwd>
<kwd lng="es"><![CDATA[Democracia]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
<kwd lng="en"><![CDATA[Digital security]]></kwd>
<kwd lng="en"><![CDATA[Political culture]]></kwd>
<kwd lng="en"><![CDATA[Democracy]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="pt"><![CDATA[Segurança digital]]></kwd>
<kwd lng="pt"><![CDATA[Cultura política]]></kwd>
<kwd lng="pt"><![CDATA[Democracia]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes]]></kwd>
<kwd lng="pt"><![CDATA[Segurança digital]]></kwd>
</kwd-group>
</article-meta>
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</name>
</person-group>
<source><![CDATA[Study of the Influencing Factors of Cyberbullying Among Chinese College Students Incorporated with Digital Citizenship: From the Perspective of Individual Students. Frontiers in Psychology]]></source>
<year>2021</year>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
