AI Literacy and Digital Citizenship Competence of Senior High School Social Studies Students in Sta. Rosa City: Basis for a Technology-Driven Civic Learning Framework

( Vol-12,Issue-3,May - June 2026 )

Author(s): Joenilene Mae S. Gonzales, Alex S. Sanchez

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Page No: 087-099
DOI: 10.22161/ijaems.123.8

Keywords:

AI literacy, digital citizenship competence, senior high school, Social Studies, technology-driven civic learning

Abstract:

This study aimed to assess the AI literacy level and digital citizenship competence of Senior High School Social Studies students in Sta. Rosa City, Laguna, and to examine the significant relationship between these two variables. Specifically, the research sought to measure students' AI literacy across three dimensions — knowledge, skills, and ethical awareness — and their digital citizenship competence across four dimensions: etiquette, safety and security, rights and responsibilities, and online civic engagement. The ultimate objective of the study was to develop a Technology-Driven Civic Learning Framework to guide educators in integrating AI literacy and digital citizenship into Social Studies instruction in Philippine public senior high schools. The study employed a Descriptive-Explanatory Mixed-Methods Design consisting of two sequential phases. In the quantitative phase, a Descriptive-Correlational Design was used to gather and analyze numerical data from 152 Senior High School students enrolled in the Humanities and Social Sciences (SOCIAL STUDIES) strand at Don Jose Integrated High School and Sinalhan Integrated High School. The findings support the hypothesis that higher levels of AI literacy are associated with stronger digital citizenship competence, particularly in ethical, communicative, and civic dimensions. Based on the integrated quantitative and qualitative findings, a Technology-Driven Civic Learning Framework was developed to guide senior high school educators in embedding AI literacy and digital citizenship into Social Studies instruction.

Received: 03 Apr 2026; Received in revised form: 01 May 2026; Accepted: 05 May 2026; Available online: 10 May 2026

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