In this context, the challenge consists in trying to comprise, from the theory, the identity of these bi-dimensional cyber-citizens and the spaces where they move and learn. In this regard, Reig and Vilchez [21] propose that, with the rise of internet and the social networks, we are confronted with a paradigm change and with the evolution of a new type of individual, a hyper individual or connected individual who is difficult to surprise. Because of the reciprocal influence between the cultures like the consequence of globalization [22], there have been an increased number of people who have seen too many things to be surprised easily [23].

In the current era, great changes are being experienced in which interconnected societies are demanding new ways to reformulate society, human interactions, and education.

Digital citizen participation can be defined as citizen involvement in a particular activity using digital technologies.

The UN defines electronic participation as follows [11]:“E-Participation is about fostering civic engagement and open, participatory governance through Information and Communications Technologies (ICTs). Growing evidence points to the rapid expansion of e-Participation as a tool for engagement and strengthened collaboration between governments and citizens. Its objective is to improve access to information and public services as well as to promote participation in policy-making, both for the empowerment of individual citizens and the benefit of society as a whole.”

Over 100 years ago, John Dewey (1909) argued for better citizenship education in schools. He believed that the school’s definition of a citizen as an informed voter and follower of the law was too narrow and asserted that a good citizen was many things – a voter and a rule follower, but also a community member who must function as a worker, a leader, a parent or mentor who can use the sum of their experiences and skills to “contribute to the values of life [and] add to the decencies and graces of civilization wherever he is” (p. 10).

While GCE can take different forms, it has some common elements, which include fostering in learners the following competences:[17][18] An attitude supported by an understanding of multiple levels of identity, and the potential for a collective identity that transcends individual cultural, religious, ethnic or other differences (such as a sense of belongingness to common humanity, and respect for diversity); A deep knowledge of global issues and universal values such as justice, equality, dignity and respect (such as understanding of the process of globalization, interdependence/ interconnectedness, the global challenges which cannot be adequately or uniquely addressed by nation states, sustainability as the main concept of the future); Cognitive skills to think critically, systemically and creatively, including adopting a multi-perspective approach that recognizes different dimensions, perspectives and angles of issues (such as reasoning and problem-solving skills supported by a multi-perspective approach); Non-cognitive skills, including social skills such as empathy and con ict resolution, and communication skills and aptitudes for networking and interacting with people of di erent backgrounds, origins, cultures and perspectives (such as global empathy, sense of solidarity); and Behavioural capacities to act collaboratively and responsibly to find global solutions to global challenges, and to strive for the collective good.[18]

. There is little diversity among editors. According to a 2009 survey by the Wikimedia Foundation, 87 percent of Wikipedia editors are male, with an average age of 26.8 years. According to executive director Sue Gardner, they hail mostly from Europe and North America, and many of them are in graduate school. Although most of these editors are undoubtedly intelligent and passionate about enhancing the accuracy of Wikipedia, the site falls far short of its ideals of providing “the sum of all human knowledge” without the broad perspectives that a more diversified pool of editors would bring.

The contributor with an agenda often prevails.

For example, at the University of California, Los Angeles, Jeff Share teaches his education students to triangulate any research they come across online by finding multiple sources of the same information, reports The Washington Post.

today’s climate of “fake” and biased news.

This work explores the connection between psychological well-being and Internet use in older adults

Those capabilities that mean an individual is fit for living, learning and working in a digital society. Digital literacy is about being able to make use of technologies to participate in and contribute to modern social, cultural, political and economic life.'

It is important for students to recognize that although technology gives us a lot of power, it also restricts us in many ways, and we need to question how the affordances of technology modify our communication and our behavior.

We also need to recognize the risks of blogging/tweeting, which include opening avenues for abuse.

When we encourage students to use technology, do we remind them of the risks of placing their information online and give them choices of how much personal information to reveal? Do our students recognize the ways in which Facebook’s privacy settings continually shift without user permission, and what posting a photo today might mean for their future employment opportunities? Do students recognize the importance of password-protecting their devices and having different passwords across platforms?

Who puts themselves at risk when they do so?

Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

Digital literacies are not solely about technical proficiency but about the issues, norms, and habits of mind surrounding technologies used for a particular purpose. —Doug Belshaw, educational researcher