Digital citizenship literacy is an important competency for vocational higher education students in technology work environments. However, empirical research on the underlying determinants is limited by a lack of global perspectives. This paper explores the social-cognitive determinants of digital citizenship literacy among Chinese vocational higher education students using a survey of 806 students and 206 teachers in seven institutions in Fujian Province. The study is grounded in Bandura's triadic reciprocal determinism. The paper explores the relative importance of individual factors (computer self-efficacy, internet attitudes), environmental factors (perceived organizational support, teachers' influence), and behavioral factors (social media competency, communication competency) on the development of digital citizenship. Multiple regression findings confirmed individual cognitive factors as the major contributors. The results showed internet attitudes (? = 0.258) and computer self-efficacy (? = 0.237) were the major contributors, while interpersonal communication (? = 0.150), environmental support (? = 0.100), and social media competency (? = 0.088) made comparatively smaller contributions. Teachers' use of technology did not significantly correlate with student outcomes, implying superficial integration. The model explained 50.1% variance. The findings supported the application of Social Cognitive Theory while also suggesting contextual variables—an endogenous pattern where individual cognitive factors take precedence over environmental provisions. The findings rejected environmental determinism theories. The implication is that cognitive restructuring is necessary in vocational higher education for digital citizenship. The findings offer empirical grounding for a curriculum overhaul that incorporates competency in ethical thinking. The paper offers important insights on the cultivation of digital citizenship in China's vocational higher education during the digitalization process.
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