Algorithmic Governance and Critical Digital Citizenship: a formative proposal for moral autonomy

Abstract

This essay examines several bioethical dilemmas posed by the use of generative ai (Genai) in higher education from the perspective of digital citizenship.We argue that its use establishes a regime of algorithmic governance: a set of model-mediated rules and routines that classify, profile, and rank practices and subjects, producing a specific social ordering within universities.Our goal is to formulate practical action criteria that strengthen the knowledge required to foster critical digital citizenship. The guiding question is: how can such citizenship be cultivated in higher education under conditions of algorithmic governance, thereby promoting deontological and axiological autonomy? We propose an approach to promote key cognitive skills—criticalthinking, creative thinking, and metacognition—and outline practical criteria for action aimed at forming a critical digital citizenship capable of confronting moral dilemmas with social responsibility, fostering a culture of integrity,inclusion, care for others, and adherence to bioethical principles.