C2 · 🇳🇱 Lead
Digital and economic citizenship
Cybersecurity, consumer and labour rights · Lead: Netherlands
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Step
Purpose
The KA220 application’s C2 definition covers cybersecurity, cyberbullying, ICT crime, labour and consumer rights, and digital-citizenship systems. The Toolkit’s official aim is to strengthen young people not merely as users of digital technology, but as critical, safe and active digital citizens who know their rights, duties and Europe’s shared democratic values. Circular economy is tied to the same pillar through the IBC and Upcycling practices in the Pallas e-book.
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Step
Content
Digital identity, digital footprint, the protection of personal data (GDPR), netiquette, disinformation and media literacy are taught. The Pallas Athene e-book records the Dutch government’s definition: the ability to use media in a conscious, critical and active manner. Consumer rights (repair, return, misleading advertising) and youth entrepreneurship, including social enterprise, sit in the same pack.
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Step
Learning and teaching process
Where possible, a short conversation is held with someone who works in ICT or media. In class a “real or fake” warm-up, a checklist-based news review and a waste-to-value task are used. ICT, mathematics and technology teachers may design the session together.
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Step
Evaluation
Pre-test and post-test show learning gain. A source-evaluation rubric and a digital-footprint self-assessment go into the same monitoring file.
European Union values
Article 2 of the Treaty on European Union lists freedom and the rule of law among the Union’s values. Discussion question: when an algorithm decides in a person’s name, where do the citizen’s rights and duties stand?
Club practice The club follows the media-literacy line in the Pallas e-book. Once a week one claim is checked together; the decision is written as true, false, or not sure yet — do not share.
8 modules
- M2 · Digital citizenship
- M3 · Digital literacy and critical thinking
- M4 · Media literacy and disinformation
- M5 · Digital safety, privacy and data
- M6 · Digital ethics and responsible behaviour
Activity bank
Warm-up · 10 min
Real or fake?
This is the warm-up step of module M4 (media literacy and disinformation). The aim is to take a bodily position on whether a claim looks “real” or “fake”, without yet announcing the correct answer. The Dutch definition in the Pallas e-book — using media in a conscious, critical and active way — is opened afterwards with the checklist.
Worksheet · 30 min
Checking a news claim
Module M4 sets the outcomes of evaluating reliability and of separating misinformation from fake news. The Pallas e-book records the Dutch government’s definition of media literacy: using media in a conscious, critical and active manner. In this task each group examines one claim with the classroom-tools checklist.
Field · 45 min
ICT conversation
The C2 definition covers cybersecurity and ICT crime. Where possible, a short, prepared conversation is held with someone who works in ICT or software. The aim is to hear, in everyday language, where data sits, which traces remain and which rights a young person has.
Scenario · 40 min
Upcycling and circular economy
The Pallas e-book defines, in the IBC and Upcycling practices, turning waste into equal or higher value. C2 lists consumer rights (repair, return, misleading advertising) and circular economy in the same pack. This task draws a product path and writes one consumer right.
Worksheet · 30 min
Digitalisation and social impact
The North Macedonia practice in the Hatay compilation: Digitalization for Social Impact. The e-book focus: data analysis, web development, social-media marketing, digital advocacy. This task ties one of those four skills to a local social issue.