Among the objectives of the PhD course in Health Promotion and Cognitive Sciences , there is the experimentation with teaching methodologies that promote the development of cognitive, motivational, and metacognitive processes for learning, supported by ICT. Within this scope, the current project aims to produce an evidence-based curriculum for digital civic education in secondary schools inspired by Media Education (ME). The goal is to develop a prototype curriculum that will undergo a didactic experiment conducted using an action research methodology. Additionally, there will be a survey on strategies and priorities regarding policies in the research field by institutional representatives (school principals, USRS, Ministry). The research activities, from literature review to curriculum experimentation and policy maker interviews, aim to investigate how the school curriculum of Civic Education can contribute to forming responsible and aware digital citizens capable of facing the complexities of an increasingly "onlife" daily existence (Floridi 2017). Emphasizing the Constitution as a unifying principle guiding the teaching/learning process and as a criterion for determining whether knowledge has transformed into behavior is crucial for examining whether these behaviors are directed towards the correct and responsible use of the internet. The school, through the acted Civic Education curriculum, can provide the tools to create aware citizens capable of understanding and facing contemporary complexities.

In an interconnected reality, citizenship issues inevitably include digital citizenship, and the school must foster a media educational culture without compromising on acquiring disciplinary knowledge. The research project, focusing on action-research methodology, offers an opportunity to adopt a media educational approach aimed at enhancing teachers' competencies in building students' digital and media educational skills. The Civic Education curriculum provides the ideal ground for this process, as schools are

the initial social contract proposed to children until adulthood, guiding young generations towards acquiring free, critical, autonomous, aware, and responsible thinking in a constantly connected world.