<![CDATA[The high intensity of social media usage among Generation Alpha students is frequently not accompanied by adequate digital ethics, leading to a crisis of responsibility in virtual environments. This research aims to analyze the implementation of social media ethics education as a strategy to instill the character of responsibility among elementary school students. A qualitative descriptive methodology was employed, focusing on classroom-based pedagogical interventions. Data were gathered through semi-structured interviews, participant observations, and documentation within the school environment. The theoretical framework utilized Thomas Lickona’s character education components, specifically emphasizing the transition from moral knowing to moral action in digital spaces. The findings reveal that structured social media ethics education significantly enhances students' sense of responsibility. This improvement is evidenced by students' increased ability to filter information, maintain polite digital communication, and understand the long-term consequences of their online presence. The study concludes that integrating digital ethics into the primary education curriculum is essential to transform technical proficiency into ethical habits, thereby fostering responsible digital citizenship in the digital age.]]>
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