Digital citizenship, defined by the Council of Europe as the capacity to participate responsibly in communities through competent and positive engagement with digital technologies, is becoming an increasingly pressing societal issue as our lives continue to shift online. Two-thirds of citizens expressed a desire for more education and training to enhance their insufficient digital competencies. However, current approaches to digital citizenship education exhibit limitations, particularly regarding the scope of the content conveyed, its operationalization for skills acquisition and its ignorance of the pre-established representations of digital technologies. Given these challenges, one promising avenue resides in the use of audiovisual fiction as a vector for fostering digital citizenship. Indeed, recent studies indicate a clear connection between the consumption of fiction (e.g., science fiction movies) and the digital citizenship aspects beyond coding. Furthermore, the use of fiction in classrooms for other purposes than digital citizenship education has a long tradition of established and operationalized practices, such as design fiction with clear evaluation instruments. Lastly, students arrive in the classroom with already pre-established, and possibly skewed through fictional tropes, representations of digital technologies that need to be accounted for.
