| Summary: | <p>A growing body of research shows the dangers of digitalisation and datafication, not just for individuals but for our species and the planet as a whole. Young people increasingly need new skills and knowledge to navigate this digital world morally. By drawing on literature around digital citizenship, literacy and other associated terms, this dissertation develops the concepts of <em>virtuous digital citizenship</em> and <em>practical digital wisdom</em>, employing the metaphor of sailors navigating a complex world. This is used to distinguish between digital instrumentalism and digital citizenship and as a way to consider the role of curriculum designers in helping young people not simply understand the digital world, but make it better – by mutiny, if they must. </p>
<p>The case is then made for a reimagining of religious education (RE) in England to lead the way in this. I argue that RE could do this while still retaining its academic credentials and its crucial role in personal development and community cohesion. By focusing on RE’s contribution to educating young people to be active and engaged adults, RE can also set an example for other subjects across English secondary schools. This is supported both by a comprehensive review of the literature and through the thematic analysis of fourteen qualitative interviews with fifteen professionals working in RE curriculum design in England. </p>
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