This study aims to analyze how digital technologies are redefining social participation within schools, employing an analytical-review approach. The paper argues that the widening gap between the "digital lifeworld" and traditional school structures represents not a threat, but a unique opportunity to rethink the concept of social participation. Drawing on an integrated theoretical framework—comprising digital citizenship, collaborative learning, and post-digital theory—and a systematic review of contemporary research (2020–2025), the study identifies and analyzes four key mechanisms driving this redefinition: digital participatory culture, gamification, real-world project-based learning, and activism grounded in algorithmic literacy.The findings indicate that technology is not merely a tool but a platform capable of elevating participation from "passive classroom presence" to "impactful agency within a digital-physical context." Based on these findings, a conceptual model of "dynamic digital-social participation" is proposed; this model defines the student across three levels—consumer, producer, and agent—and enables dynamic movement between these levels through four facilitating axes.The article emphasizes the teacher's pivotal role as an "ethical-educational agent"—a role that, in the digital age, shifts from mere knowledge transmission to acting as a facilitator of identity formation and an ethical guide. By identifying significant challenges facing this transformation—such as the digital divide, superficial engagement, the ethical implications of artificial intelligence, and institutional incapacity—and proposing strategies at the teacher, school, and policy levels, the article outlines a practical vision for nurturing a generation that is responsible, critical, and participatory in the information age.