Digital citizenship has been introduced in compulsory education, targeting as an essential skill for future citizens. Accordingly, a growing number of publications focus on this concept. A systematic literature review was conducted to identify how it has been operationalized within teaching practices. The results highlighted that digital citizenship is often an umbrella concept used to justify a project related to technological trends. In addition, mainly with older students, digital citizenship is often associated with projectbased learning out-of-school community. Interdisciplinary perspectives are proposed to teach digital citizenship, but some discipline like philosophy or ecology is missing. Finally, digital tools/environments are never questioned, so a critical approach of digital citizenship is not developed. Accordingly, the practical implication of the current state of literature is discussed