Purpose This study examines the intersection of artificial intelligence (AI), citizenship, and ethics within higher education, with a focus on how AI technologies are transforming digital citizenship, ethical awareness, and institutional governance. Design/methodology/approach Using a qualitative approach involving in-depth interviews, focus group discussions, and participatory observations with students, lecturers, policymakers, and industry representatives in Aceh, Indonesia, the research identified six core themes: digital transformation of citizenship, ethical literacy gaps, the urgent need for AI ethics integration in curricula, institutional limitations in AI governance, the necessity of cross-sector collaboration, and the imbalance between AI adoption and ethical readiness. Findings Findings reveal that while AI enhances digital participation and operational efficiency, it also exposes a critical deficit in ethical understanding and institutional preparedness. The study proposes a four-module curriculum framework that integrates sociological, technological, and ethical perspectives, aiming to produce responsible, critically aware digital citizens. This research contributes to the discourse on responsible AI education by offering a practical, context-sensitive model for curriculum development in higher education. Research limitations/implications This research has several limitations. First, it focuses on Aceh, Indonesia, limiting the generalizability of results to other regions with different social, political, and cultural conditions. Second, as a conceptual and qualitative study, it lacks in-depth quantitative analysis or empirical data on AI's impact on digital citizenship, highlighting the need for further research. Originality/value This research offers an original contribution through an interdisciplinary approach that combines the sociology of citizenship and the ethics of artificial intelligence (AI) in the context of technological disruption in higher education. By highlighting the changing role of citizenship in the digital age, this research seeks to understand how educational institutions can shape tech-savvy and ethical citizens. In addition, it explores how higher education should adapt to the moral challenges arising from the use of AI, including issues of privacy, algorithmic bias, and equity of access to education. This approach provides a new perspective on education reform in an era of rapidly evolving technology.
Sanusi et al. (Thu,) studied this question.