<![CDATA[This study investigates how web-based civic education shapes students’ law-abiding attitudes in senior high school online learning. Although prior studies highlight the use of digital platforms in civic instruction, little is known about the mechanisms through which online civic learning influences students’ legal awareness and civic dispositions. To address this gap, a qualitative approach was employed to explore students’ experiences in web-based civic education. Data were collected through focus group discussions with 100 students and in-depth interviews with ten civic education teachers. The data were analyzed using thematic coding with cross-case comparison and triangulation to ensure analytical rigor and saturation. The findings reveal three key mechanisms: (1) contextual digital content enhances students’ legal awareness, (2) interactive discussion and case-based learning facilitate the internalization of law-abiding values, and (3) online collaborative activities strengthen civic responsibility. These results demonstrate that web-based civic education functions not only as a technological medium but also as a transformative learning environment. This study contributes by clarifying the pathways linking digital civic instruction to students’ law-abiding behavior and offers practical insights for designing meaningful online civic education.]]>
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