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This paper aims to examine a theoretical framework of digital society and the ramifications of the digital revolution. The paper proposes that more attention has to be paid to cultural studies as a means for the understanding of digital society. The approach is based on the idea that the digital revolution’s essence is fully manifested in the cultural changes that take place in society. Cultural changes are discussed in connection with the digital society’s transformations, such as blurring the distinction between reality and virtuality and among people, nature, and artifacts, and the reversal from informational scarcity to abundance. The presented study develops a general model of culture. This model describes the spiritual, social, and technological facets of culture. Such new phenomena as individualization, transparisation, and so-called cognification (intellectualization of the surrounding environment) are suggested as the prominent trends characterizing the above cultural facets.

One of the key elements of advancing democratic citizenship is the ability to develop critical thinking, to carefully examine assumptions and life situations, and to communicate with others in an effective manner. This chapter analyses some examples that were observed in the study and will offer several ways to understand the complexities of growing up in a hyper connected world.

Digital technology has entered every domain in life, including education. The global impact of digital tools on education has been explored increasingly by scholars who wished to optimize instruction through digital platforms. Nevertheless, this chapter suggests that, for advancing education, it is also important to critically explore the sociocultural contexts in which education-technologies are designed. This chapter contends that examining the relationships among the neoliberal imperative, consumerist culture, and globalization is crucial for delineating a constructive framework for digital citizenship.