OICC Press Journal of Education Experiences 3060-6535 9 2 2026 07 09 Design a curriculum model for the teaching of digital citizenship ethics in higher education 1 11 10.57647/ EN Fatemeh Javanmard Department of Educational Sciences, Lam.C. Islamic Azad University, Lamerd, Iran Sedigheh Mohammadjani Department of educational sciences, Shi.C., Islamic Azad University, Shiraz. Iran Sepideh Safarpoor Dehkordi Department of educational sciences, Shi.C., Islamic Azad University, Shiraz. Iran Aliasghar Mashinchi Department of Educational Sciences, Lam.C. Islamic Azad University, Lamerd, Iran Journal Article 2026 07 09 The aim of the present study was to design a curriculum model for teaching digital citizenship ethics in higher education. The research adopted a qualitative approach and employed the meta-synthesis method. The research corpus included articles published in reputable journals and theses related to digital citizenship, curriculum design, and ethics education, conducted using qualitative or mixed-method approaches and published between 2010 and 2026. These studies addressed the topic either descriptively or through the presentation of conceptual or applied models. A total of 35 documents were selected through purposive sampling. The inclusion criteria were thematic relevance, presence of key terms, methodological quality, and data comprehensiveness. Data analysis was conducted through document analysis, extraction of basic themes, and classification of themes using the Attride-Stirling thematic network approach, supported by MAXQDA 24 software. To ensure validity, credibility and transferability strategies were applied, including researcher self-review, data triangulation, and inter-coder reliability assessment using the Kappa coefficient (0.95), indicating high reliability. The analysis resulted in 263 basic themes, 38 organizing themes, and 10 global themes. These global themes included: (1) rationale for teaching digital citizenship ethics in higher education; (2) curriculum objectives; (3) curriculum content; (4) role of instructors; (5) learner characteristics; (6) teaching and learning activities; (7) time allocation; (8) ethical-digital learning ecosystem; (9) resources, media, and ethics-oriented infrastructures; and (10) assessment methods for evaluating learning outcomes. The findings indicate that the proposed model is comprehensive and can serve as a foundational framework for developing curricula in digital citizenship ethics education in higher education institutions