Integrating digital citizenship and religious moderation in open and distance education: a holistic approach to character development in Indonesia

Purpose This study explores the relationship between digital citizenship and religious moderation in shaping students’ character at Sekolah Menengah Atas Negeri 2 (SMAN 2/Public Senior High School 2) Bandung Indonesia (BI), a school employing blended and online learning. Design/methodology/approach Using a descriptive qualitative method, data were collected via literature review, educator interviews and participatory observation of students’ digital activities on online learning platforms and social media. Findings Findings reveal that integrating digital citizenship with religious moderation in open and distance education environments reduces digital radicalization risk, enhances intercultural understanding and strengthens moral resilience. Learning practices included curriculum integration with flipped classroom strategies using video materials, project-based learning (PjBL) through Instagram poster campaigns promoting tolerance and PjBL discussing religious hoaxes on social media. Key materials were delivered via asynchronous videos and interaine forums, reflecting distance education practices. Research limitations/implications The research emphasizes how digital citizenship principles–ethics, literacy and security–integrate with religious moderation values to develop tolerant, critical and responsible traits. Practical implications Schools can promote inclusive digital behavior and religious moderation by running campaigns, creating ethical guidelines, using interactive learning and supporting student-led programs to build a school culture that values diversity and responsibility. Social implications Combining digital citizenship and religious moderation in education helps teachers build students’ moral values, tolerance and empathy, shaping them into responsible individuals in the digital age. Originality/value The originality emphasizes the need for teacher training in digital pedagogy, curriculum support for digital literacy and religious moderation and community engagement to foster a positive digital learning environment.