[Paper Review] Even Infants Are 'Digital Citizens' — Korea's Structural Education Gap

Digital media literacy is no longer an optional competency but a core element constituting democratic citizenship. According to Gang et al.''s (2022) research, while major countries including Finland, Canada, and Australia systematically educate digital media literacy from early childhood, Korea''s Nuri curriculum (national early childhood education standards) was analyzed as lacking this concept structurally. Research approach: structural analysis of national-level education curriculum documents from Finland, Canada (Ontario), and Australia — not experiments or surveys but comparative curriculum document analysis. Core questions: how is the child positioned (as subject or protected object?) and how is digital media literacy structured (what components)? Key conceptual shift revealed: traditional literacy was functional ability centered on reading and writing; current literacy expands to action-based competency including criticism, production, participation, and ethics — redefining digital literacy not as technical skill but social interaction ability. Country approaches: Finland — whole-society media literacy framework integrated from early childhood; citizenship-centered education emphasis; Canada — media literacy defined as everyday competency; critical thinking ability cultivation; Australia — ICT utilization and expression centered; practical competency strengthening. Common thread: all three define children as "participants" (not objects of protection) in digital environments; digital/media literacy set as core educational competency; safety education expanded beyond rule transmission to participation-based ability. Korea''s structural gap: Nuri curriculum addresses "digital" only in terms of device usage and operational skills — no mention of critical evaluation, content production, participation rights, or ethical dimensions. Policy implication: Korea faces the risk of graduating "digital natives" who are technically fluent but civically unprepared for the algorithmic information environment, while peer nations are intentionally developing digital citizenship from age 3-5.