The nine dimensions of digital citizenship are essential for promoting safe, respectful, and responsible use of digital technology. These dimensions include digital law, digital manners, digital communication, digital rights and duties, digital trade, digital health, digital access, digital security, and digital culture. Digital citizenship requires a range of skills and behaviors, such as digital literacy, digital security, digital rights and responsibilities, digital communication, digital etiquette, and digital access [12]. The importance of digital citizenship has recently emerged in light of the widespread of information technology and the accompanying demands for policymaking that ensures citizen are protected from the dangers of digital technology while helping them make use of their advantages and deal with rights, obligations, and duties at the same time, in order to ultimately contribute to the advancement of the nation and its components, providing citizens with rights and duties in the digital society [12]. Digital citizenship is no more than a new dimension of traditional citizenship, since traditional citizenship requires belonging to society and achieving its goals and adherence to its social, economic, political, and other laws. The same goes for the term “digital citizenship education”, which means the preparation of an effective digital citizen through an education that contributes to the student’s acquisition of the skills needed to use technology positively, in addition to acquiring critical thinking skills in relation to digital content and ethical social skills to interact with others by fortifying him with a solid ethical fabric that protects him from technical dangers [13].

The characteristics of a digital citizen are summarized in respect of societies’ cultures in the digital environment and understanding of the human, cultural, and social issues related to technology [14]. Based on the foregoing, it is clear that digital citizenship has several aspects, including the knowledge aspect that reflects knowledge regarding the digital world [15]. It also includes the skills aspect that demonstrates the skills that enable the individual to interact with the digital community [16]. Finally, it includes the behavioral aspect, which urges the individual to establish values and ethics and abide by the necessary laws and rules; the digital citizen must possess those skills so that he can use the internet correctly and securely [14,16].

Digital citizenship plays a crucial role in the prevention of cybercrime among higher education students. By promoting responsible and ethical use of digital technology, digital citizenship can help to reduce the risk of cybercrime. Digital citizenship education can help students to develop the skills and knowledge they need to protect themselves and others from cybercrime [17].

Cybercrime refers to criminal activities that are carried out using digital technology, such as computers, smartphones, and the internet. Cybercrime can take many forms, including hacking, identity theft, online fraud, cyberbullying, and cyberstalking [18]. Hacking involves gaining unauthorized access to computer systems or networks to steal information, install malware, or disrupt operations [19]. Identity theft is the fraudulent acquisition and use of someone’s personal information, such as their name, address, and social security number, to commit crimes such as credit card fraud and tax fraud. Online fraud includes a range of scams and schemes that use the internet to deceive victims and steal their money or personal information [20]. These can include phishing scams, where criminals send fraudulent emails or messages that appear to be from a reputable source, in order to trick people into sharing their personal information, such as their passwords or credit card numbers [21].

As outlined by the Council of the European Union, certain groups can be at an increased risk of experiencing cybercrime and cyberviolence, including girls and women, ethnic minorities, people with disabilities, and those who are economically disadvantaged. There are many factors that can contribute to this increased risk, including social and cultural norms, lack of access to resources and education, and systemic inequalities. For example, girls and women may be targeted for cyber harassment or cyberstalking, which can have a significant impact on their mental health and wellbeing. Ethnic minorities may also be targeted by hate speech or discrimination online, which can contribute to feelings of isolation and exclusion. People with disabilities may be at an increased risk of online fraud or scams, as they may be more vulnerable to manipulation and exploitation [22].

Cyberstalking is a pattern of digital harassment that involves repeated unwanted contact or threats made online. Cyberstalking can have serious consequences for children and adolescents, including negative effects on their mental health, academic performance, and social relationships. Studies have shown that victims of cyberstalking are at an in-creased risk of depression, anxiety, and even suicidal ideation [23]. Moreover, cybercrime can have serious consequences for individuals and organizations, including financial losses, reputational damage, and legal repercussions. To prevent cybercrime, individuals and organizations should take steps to protect their digital devices and networks, including using strong passwords, installing antivirus software, and being cautious when sharing personal information online [24]. Cybersecurity education and awareness-raising efforts can also help in preventing cybercrime.

There is a large volume of published studies describing the prevention of cybercrime among higher education students [25]. Several studies have highlighted the importance of promoting responsible and ethical use of digital technology in reducing the risk of cybercrime [26]. The prior work of Sarwatay et al. [27] found that higher education institutions that emphasized digital citizenship education experienced lower rates of cybercrime incidents among their students. The study also found that students who received digital citizenship training were more likely to adopt safe and responsible digital practices, such as using strong passwords and being cautious when sharing personal information online.

Recent evidence reported by Zhong et al. [28] suggests that digital citizenship education could help to reduce cyberbullying and other forms of online harassment among higher education students. Their study suggested that digital citizenship education could help to create a culture of respect and responsibility around the use of digital technology, which could in turn lead to a reduction in cybercrime incidents. In addition, a study conducted by Ragnedda and Muschert [29] suggested that digital citizenship education could help to reduce the spread of fake news and misinformation online. The study found that students who received digital citizenship training were more likely to be able to identify and critically evaluate online information, which could help to prevent the spread of false or misleading information.

One study conducted by Adorjan and Ricciardelli [30] investigated the impact of a digital citizenship education program on the cyber-safety knowledge and behavior of college students. The study found that after participating in the program, students had significantly increased their knowledge of cyber-safety and were more likely to engage in safe digital practices, such as using strong passwords and avoiding clicking on suspicious links. Moreover, students who received the curriculum were more likely to adopt privacy-protective behaviors, such as adjusting their social media privacy settings and being cautious when sharing personal information online [31].

Furthermore, a study by Akcil and Bastas [32] investigated the impact of a digital citizenship program on college students’ attitudes towards online safety and security. The study found that the program was effective in promoting safe and responsible digital practices, and that students who participated in the program had higher levels of digital citizenship. In the Saudi context, Al-Zahrani [33] conducted a study entitled “The role of Saudi Arabia’s Islamic Universities in Sensitizing their Students about the Seriousness of Cybercrime and Ways to Prevent it”. It aimed to identify the most prominent images of cybercrime in Saudi Arabia and the role of universities in sensitizing their students about the seriousness of cybercrime. The study showed that universities in Saudi Arabia moderately fulfil their role in the face of cybercrime, the most important of which were national crimes, followed by social crimes, and finally economic crimes.

It is clear from the presentation of the literature review that digital citizenship studies have not been limited to a single age group. On the contrary, they have been diversified to cover different age groups and stages, from children to young people, parents, teachers, and experts. All these age groups are vulnerable to cybersecurity crimes and cyberattacks, causing hate, fraud, economic, financial, and national crimes among these age groups. Studies have shown that public and higher education students need to be better prepared to deal with cybersecurity issues and crimes, given the prevalence of such crimes in their virtual educational environments, so digital citizenship requires an effort in all educational situations, for teachers and curriculum makers to give students the values, skills, and behaviors to be followed to control their interactions with the digital community.

The existing research seeks to explore the relationship between digital citizenship and cybercrime in virtual learning environments from the perspective of higher education students in Saudi Arabia, something critical due to its contribution towards the development of strategies, plans, and root remedies for cybercrime and the enactment of legislation that will allow universities to combat crime in virtual educational environments. Overall, these studies suggest that digital citizenship education can play an important role in the prevention of cybercrime among higher education students. By promoting responsible and ethical use of digital technology, digital citizenship education can help to reduce the risk of cybercrime and create a safer digital environment for everyone.