<![CDATA[The rapid development of digital technology creates new educational opportunities while also presenting complex challenges concerning the ethical, critical, and responsible use of digital technologies. This research aimed to examine the development of students’ digital responsibility through an STS learning model integrated with multimodal digital production as a contextual and progressive learning approach in Social Studies on social change. A descriptive qualitative approach with performance observation, assessment of 60 digital products consisting of infographic posters and video campaign and in-depth interview as data collection techniques was used among 30 grade nine students at a junior secondary school in Bandung, Indonesia. The collected data were then analyzed using data reduction, data display, and conclusion drawing with the help of methodological and source triangulations. Four dimensions of digital responsibility were identified, namely digital etiquette, digital rights, digital literacy, and digital security, demonstrating how multimodal and context-based learning can integrate critical, ethical, and digital competencies. Overall success rate for digital responsibility dimensions were achieved at 88.3% for digital etiquette, 83.8% for digital rights, 86.8% for digital literacy, and 83.8% for digital security. Video products performed better than infographic posters on all indicators of digital responsibility especially in digital literacy and security dimensions. Qualitative findings showed that students practiced respectful communication, information verification, copyright acknowledgment, and personal information protection through authentic and collaborative digital production activities, indicating the potential of progressive and sustainable digital learning practices.]]>
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