Analysis of Digital Citizenship Reflected in the 2022 Revised Elementary Music Curriculum

This study explores the critical role that music education plays in fostering digital citizenship by serving not only as a reflection of personal emotions but also as a medium for social practice in the digital lives of learners. In this study, the elementary music curriculum is analyzed to examine how digital citizenship is integrated into it. To achieve this, the concept and components of digital citizenship were first analyzed, and evaluation criteria were established. These criteria were used to examine how digital citizenship is reflected in the 2022 revised elementary music curriculum. The evaluation framework was divided into three major domains: digital literacy, digital well-being, and digital behavior. These three domains of digital citizenship were well represented in the nature and goals of the common music curriculum. In particular, the curriculum’s core ideas were closely linked to the digital behavior domain. Achievement standards also in corporated various elements from each domain, with digital-behavior-related elements being the most prominently featured, similar to core ideas. The results showed that the music curriculum was especially connected to the social participation aspect of digital citizenship, whereas self-ex pression and emotional intelligence elements were linked to the curriculum’s focus on personal expression and self-realization. However, the critical and evaluative aspects of digital literacy were lacking, and several components of digital behavior (e.g., safety, rights and responsibilities, and consumer awareness) were not fully reflected. This study serves as a foundational research, and further in-depth studies on fostering digital citizenship through music education are needed.