Digital citizenship and its role in reducing cybercrimes: A systematic review of contemporary theoretical frameworks

الملخص

Abstract
As cybercrimes escalate in scale and sophistication, traditional technocentric prevention strategies fail to address the human and sociocultural dynamics underlying these threats. This systematic review synthesizes contemporary theoretical frameworks of digital citizenship—defined as the ethical, informed, and participatory use of technology—to evaluate its role in reducing cybercrimes. Analyzing 47 peer-reviewed studies (2023–2024) through the PRISMA protocol, the study reveals that integrative approaches, such as cross-curricular programs and AI literacy initiatives, reduce cyberbullying by 34% and phishing susceptibility by 41%. However, critical gaps persist: only 22% of frameworks address generative AI risks like deepfakes, while 83% of research focuses on Western contexts, neglecting Global South threats such as mobile payment fraud. Case studies from Portugal, Kenya, and Singapore highlight the efficacy of scenario-based learning, localized curricula, and public-private partnerships, yet expose systemic inequities: low-income schools face 39% lower compliance with security protocols due to device-sharing, and teacher training gaps leave 78% of educators unprepared for AI ethics challenges. The study underscores the urgency of reimagining digital citizenship as a lifelong, culturally adaptive paradigm. Recommendations include mandating AI auditing in teacher training, funding localized Global South curricula, and establishing oversight mechanisms for ethical public-private collaborations. By bridging these gaps, digital citizenship can evolve into a resilient, inclusive framework capable of mitigating both current and emerging cyber threats in an AI-driven world.