Individuals are protected from the damages of the rapidly developing and changing digital world but also benefited from its utilizations is a situation that could be due to education. In this context, one of the given education is Dijital Citizenship education. The most basic aim of this education is to gain the habit of using digital technological products effectively and in a qualified way. It can be said that the social studies curriculum, which aims to educate qualified citizens in the current educational environment, is the most suitable teaching program to gain digital citizenship and its sub-dimensions to the students. The fact that the program was restructured with a constructivist approach in 2005 and that it includes skills, concepts and examples of activities related to the use of ICTs is an appropriate structure for the transmission of digital citizenship and its sub-dimensions. The aims of this research is to reveal the adequacy of learning fields and its contents in the Primary School Social Studies Curriculum, which has been restructured between 2004 and 2005 and updated in 2012, in terms of digital citizenship and sub-dimensions. In the research, ıt was benefited from document analysis method which is one of the qualitative data collection methods. The data obtained from the study were analyzed according to the stages of the document analysis method. The result of the research evaluated generally, it is concluded that the units and achievements are related with the learning areas named Individual and Community;Culture and Heritage; People, Places and Environment; Production, Distribution and Consumption; Groups, Institutions and Social Organizations; Power, Management and Society; Global Connections are not sufficient in terms of digital citizenship and sub-dimensions; the Science, Technology and Society learning field has the most units and achievement related to technology but also this learning field does not mention digital citizenship and its sub-dimensions as competently.
Primary School, Social Studies Curriculum, Digital citizenships and Its Sub-Dimensions