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In the context of rapid digital transformation and the advancement of the Digital China strategy, digital citizenship literacy (DCL) has become a critical competency for workforce readiness and sustainable societal development. Despite the growing recognition of its importance, existing studies predominantly conceptualize DCL either as a set of technical skills or as a normative framework of responsible behavior, often overlooking its multidimensional and interactive nature . Moreover, empirical research focusing on vocational college students remains limited. Drawing on Social Cognitive Theory?Bandura, 1986? , this study develops an integrated analytical framework encompassing personal, behavioral, and environmental dimensions to examine the antecedents of DCL. A quantitative research design was employed, collecting data from 843 students and 215 teachers across 10 vocational colleges in Fujian Province, China. Data were analyzed using descriptive statistics, correlation analysis, and multiple linear regression. The results indicate that, at the personal level, students’ computer self-efficacy and internet attitudes significantly enhance DCL. At the behavioral level, interpersonal communication skills, social media proficiency, and 21st-century digital skills positively predict DCL. At the environmental level, perceived organizational support and teachers’ internet self-efficacy exert significant positive effects, whereas teachers’ IT usage and internet anxiety show no significant influence. This study demonstrates that DCL is a dynamic, multi-system outcome shaped by the interaction of individual cognition, behavioral practices, and environmental support. This research provides both theoretical advancement and practical implications for designing targeted digital literacy interventions in vocational education.
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