<![CDATA[Digital technologies increasingly mediate adolescents’ access to information, discussion, and civic action, but greater technology exposure does not necessarily translate into stronger civic engagement. This cross-sectional study examined how four dimensions of digital technology use in and around Pancasila Education—e-learning use, digital citizenship application, device-use frequency, and digital tools use—were associated with civic engagement among 222 students in Grades VII–IX at one public junior high school in Bandung, Indonesia. Digital skills were examined as both a direct correlate and a potential moderator. Data were collected using a 23-item four-point questionnaire and analyzed with partial least squares structural equation modeling (PLS-SEM). The measurement model showed strong indicator loadings (.898–.944), average variance extracted (.837–.873), composite reliability (.949–.969), and HTMT ratios below .85. In the direct-effects model, all four technology-use dimensions were positively associated with civic engagement (R² = .708), with device-use frequency showing the largest standardized coefficient (β = .425, p < .001). Digital skills also showed a positive direct association with civic engagement (β = .252, p < .001). Among four planned interaction tests, only device-use frequency × digital skills was nominally significant (β = .080, p = .038; f² = .024), but the interaction did not survive Bonferroni or Benjamini–Hochberg correction. The findings support robust direct associations while providing no confirmatory evidence that digital skills systematically moderate these relationships. The study therefore supports civically purposeful technology use and explicit digital-skills development while cautioning against causal interpretations of device exposure.]]>
