Christian Digital Citizenship Formation: Integrating Liturgical Formation, Public Ecclesiology, and Christian Religious Education
Keywords:
Christian Religious Education, digital popular culture, liturgical formation, public ecclesiology, digital religionAbstract
Digital popular culture has become a significant formative environment in which learners encounter values, identities, relationships, practices, and competing visions of the good life. Social media, entertainment platforms, communication applications, streaming services, and participatory media do not merely communicate information but also shape attention, desire, habits, and patterns of participation. This condition raises a significant concern for Christian Religious Education because faith formation increasingly occurs within digitally mediated environments beyond formal educational and ecclesial settings. This study aims to formulate a model of Christian digital citizenship formation by integrating insights from liturgical formation, public ecclesiology, and Christian Religious Education. The study employs a Systematic Literature Review (SLR) with thematic synthesis, following the PRISMA 2020 stages of identification, screening, eligibility, and inclusion. The literature search used Scopus and Google Scholar, with Crossref as a supplementary source, and focused on scholarship concerning digital culture, digital religion, Christian formation, faith formation, digital church, liturgical formation, digital ecclesiology, public theology, and related concepts. The synthesis identifies five interconnected dimensions: digital-theological literacy, desire formation, digital-liturgical practices, ecclesial community, and public witness. The originality of the model does not lie in presenting these dimensions as entirely new constructs, but in their conceptual integration into an educational framework for Christian digital citizenship. The model contributes to Christian Religious Education by connecting critical digital learning with formation of desire, habitus, community, ethical participation, and public Christian witness. It positions religious educators, church-based educational communities, and Christian educational institutions as agents who intentionally form learners to inhabit digital culture critically, ethically, communally, and faithfully.
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