Socrates, a prominent philosopher from ancient Greece, asserted “I am a citizen, not of Athens or Greece, but of the world” (Peter, 1977 as cited in Suppo, 2013). His utterances suggested a level of citizenship that transcended beyond his ties to his home country. A similar result has been seen in our lives with the introduction of the Internet into our lives, as it caused a significant shift in our habits. The alterations are the most pronounced in the areas of communication and life perception. As a result of this occurrence,

researchers began focusing more closely on the idea of digital citizenship (Roblox Corporation, n.d.). The notion of digital citizenship is critical for encouraging students to exhibit responsible and ethical behaviour while using technology. Education instils values, rights and responsibilities of a good citizen. As a 21st century learner it becomes essential to teach students about citizenship that is global in nature and has no boundaries. A mixed method approach combining a Likert scale and interview schedule was used to

collect responses from in-service elementary teachers working in both government and private schools. The study found that most teachers maintained a neutral outlook towards digital citizenship, indicating awareness but limited application. However, government school teachers exhibited a comparatively stronger connection with the ethical and civic aspects of digital citizenship. In contrast, teachers from private schools, while demonstrating greater familiarity with digital tools, engaged less with the broader values tied to digital responsibility. A significant proportion of participants (76%) viewed digital skills as essential for responsible online behaviour. Differences emerged in how digital empathy and cybersecurity were perceived across the two types of schools. Many teachers stressed the importance of embedding digital citizenship across all subjects rather than treating it as an isolated topic. They also highlighted the need for ongoing professional development and the active involvement of parents in shaping students’

digital behaviour. The study points to the necessity for a well-rounded and inclusive approach to digital citizenship education—one that empowers both teachers and learners to navigate the digital space with awareness, integrity, and accountability.