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ABSTRACT Young people are increasingly forming and expressing civic identities in digital spaces. Yet, digital media literacy interventions have had limited success translating these competencies into sociopolitical action and, in some cases, may even constrain youth online civic engagement. This sequential mixed‐methods study examines factors shaping youth online critical action using panel survey data ( n = 704), followed by qualitative re‐analysis of interviews ( n = 23) with youth aged 15–24 to further unpack patterns identified in the survey findings. Guided by critical consciousness and neo‐ecological frameworks, quantitative findings indicate that exposure to digital media education, particularly instruction focused on researching and vetting online information, does not necessarily translate into online sociopolitical engagement. Qualitative findings further illuminate how youth weigh more emotional, relational, and cultural considerations when deciding whether to engage in online critical action, including internet norms, interpersonal relationships, and social movement dynamics. Together, these findings highlight limitations of digital media literacy approaches and underscore the need for interventions that account for the social and emotional contexts shaping youth civic participation online.
Kornbluh et al. (Mon,) studied this question.