This research project examines the forms, contexts, and influencing factors of online political participation among Swiss youth. It is based on the assumption that, alongside traditional contexts such as family and school, digital media constitute an important context for the political education of adolescents. The digital space offers opportunities to gather information, exchange ideas with peers, form one’s own opinions and, if desired, express them publicly, as well as organize joint activities. Online activities often take place cooperatively and can encompass both local political issues and globally debated problems (e.g., #blacklivesmatter, #climatestrike). Such experiences inherently hold the potential for informal political education, which, on the one hand, has a socializing effect and, on the other hand, occurs randomly and in a largely unsystematic manner. Against the backdrop of society’s digital transformation—including its subsystems of media, politics, and education—the question arises as to how adolescents deal with the opportunities and challenges of online participation, what experiences they have, and to what extent they use digital tools to give voice to their own concerns (co-produsage). For Swiss adolescents, the empirical evidence is incomplete. Very little is known about the extent to which adolescents engage with political and social issues online and what conclusions they draw. There is a lack of in-depth insights into their motivations, online-specific practices, challenges, risks, and potential barriers, and little is known about the influence of individual, social, and media contexts. On this basis, it is difficult to assess the conditions and effects of potentially unequal participation (“digital gap”). To this end, it is also necessary to clarify the function and role of educational contexts. The interdisciplinary research project reconstructs the forms, conditions, and contexts of political online participation based on media diaries and problem-centered interviews with 64 adolescents aged 14 to 19 from across Switzerland (Phase 1). The data will be reviewed and reflected upon collectively in three participatory workshops, each with six to eight adolescents, against the backdrop of theoretical and normative concepts of digital citizenship. Building on this, a qualitative content analysis will be conducted, followed by the publication of the results. In Phase 2, problem-centered interviews will be conducted with experts from formal and non-formal educational contexts regarding the current state of political education, media education, and computer science education—specifically in the context of “digital citizenship education”—in Switzerland. The findings from these phases will then form the basis for two cross-linguistic real-world laboratories involving experts from the fields of formal and non-formal education (Phase 3). During three consecutive meetings, recommendations and measures for the design of civic education in schools and extracurricular settings will be developed with the goal of promoting “digital citizenship.” The project outcomes include a guide with recommendations for further work in school and youth work settings, as well as the specification of objectives for political education with regard to participatory processes in a digital society, intended for education policymakers.