An Educational Framework in Digital Rights and Responsibilities for Young Entrepreneurs

Literature Review SAGE Open October-December 2023: 1–17 ÓThe Author(s) 2023 DOI: 10.1177/21582440231208614 journals.sagepub.com/home/sgo An Educational Framework in Digital Rights and Responsibilities for Young Entrepreneurs Marı ´a-Jesu ´s Gallego-Arrufat 1 , Norma Torres-Herna ´ndez 1 , Inmaculada Garcı ´a-Martı ´nez 1 , and Soledad Domene-Martos 2 Abstract A strong link currently exists between entrepreneurship and use of technology and the Internet, primarily because young people increasingly use digital and online strategies to start and develop entrepreneurial initiatives. The goal of this document analysis is to propose a reference framework for digital rights in youth entrepreneurship based on selection and analysis of 20 documents with legislation, regulations, and reports that focus on guaranteeing safe, responsible digital environments. The study resulted in a framework for connecting digital rights and responsibilities with young entrepreneurs, based on three main points: rights to equality and participation; rights to freedom; and rights to development, creation, and sustainability. In addition to including concepts, practices, and applications in young people’s initiatives, the framework is useful for educating young entrepreneurs, guiding future research, and helping public administrations to promote the guarantee of digital rights and responsibilities for all. Keywords digital rights, entrepreneurship education, entrepreneurial skills, digital skills, young entrepreneurs Introduction The digital society has transformed all areas of citizens’ life due to constant Internet use. A tremendous medium of communication with numerous uses and tools, the Internet also generates significant dependence in society, affecting people’s day-to-day lives and even transforming work scenarios for young people today and in the future (Livingstone & Third, 2017). A discourse of Internet-related human rights is thus emerging, independently of the broader context of governance of the Internet (Pettrachin, 2018), where controversial concerns are expressed about the relationship between platforms, their users, and the information obtained from platforms and given to citizens, among other questions. With these issues comes the increasingly urgent need to find a way to apply these values to articulate a set of desirable restrictions to the power exercised by the digital world. This need represents a key challenge and opportunity to achieving digital constitutionalism (Suzor, 2018). From the perspective of entrepreneurship, the COVID- 19 pandemic presents significant challenges and opportunities for entrepreneurs, especially the youngest, who choose to use the digital realm as a fundamental tool to survive the crisis and often even prosper (Cueto et al., 2022). Young people’s distinctive characteristics for technology use and dependence on cell phones lead them to use the Internet to express themselves in the business world (Smith, 2011). They employ such strategies for various actions—for example, web page creation, social media use (Benson et al., 2010), use of artificial intelligence services (Huang & Rust, 2021), data-based marketing strategies (Alford & Page, 2015), and development of technical digital skills for monitoring and measuring customers’ online participation (Soonsawad, 2013). These new situations move a large quantity of data and involve privacy issues and other citizens’ rights. They thus require young entrepreneurs to be careful and to ensure that they comply with the standards and 1 University of Granada, Spain 2 University of Seville, Spain Corresponding Author: Marı ´a-Jesu ´s Gallego-Arrufat, Faculty of Education, University of Granada, Campus of Cartuja, s/n, Granada 18071, Spain. Email: [email protected] Creative Commons CC BY: This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). regulations for digital rights and obligations governing ecommerce. Young entrepreneurs are, however, generally ignorant of these regulations (Hannafey, 2003). Saura et al. (2021) argues that concern for users’ privacy increases in step with innovation and that the models developed are increasingly advanced. To tackle these two essential aspects of youth entrepreneurship, studies (like this one) have emerged that focus on the ethical problems, challenges, demands, and consequences of companies’ digital transformation. First, from the technological perspective, the labor market demands better digital qualification of workers and more attention to digital transformation processes in firms. Embedded in the digital society, firms must guarantee the digital rights of citizens when they use communication tools and platforms to socialize with society. Second, we observe exponentially inverse growth in technology training for digital security, technological development, and universal access among entrepreneurs. This demand for qualification occurs because training for entrepreneurship does not include the necessary content and information in the programs offered to the new generations. This last question motivates special interest in and greater attention to digital rights in the areas of international policy and research. These rights are defined as the set of actions oriented to preservation of digital content that people create and develop (Bechtold, 2004), as well as of the rights of people who use the Internet. They include digital rights management (DRM) and the digital rights of citizens, which the Council of Europe links to responsibilities. These include rights such as privacy, safety, access and inclusion, and freedom of expression, all of which bring with them responsibilities, such as ethics and empathy, as well as others to guarantee safe, responsible digital environments for all (Council of Europe, 2022). An increase in the digital gap among citizens has recently been registered due to economic, social, and cultural factors. The above-mentioned COVID-19 pandemic made this gap more visible by situating Internet users as potentially more vulnerable people in situations of deprivation and violation of their digital rights (dignity, equality of opportunity, freedom of expression, etc.). Young people were also positioned as one of the groups most susceptible to suffering certain threats and gaps in their Internet use (Costa et al., 2017). In addressing the needs in training for employment in which technology plays an important role, the European Commission’s renewed agenda for Higher Education indicated the need to tackle questions related to the digital transformation, application of digital learning strategies, and exploitation of technology to benefit staff and students (European Commission, 2017). Examples include initiatives based on telecollaboration and virtual exchange for youth entrepreneurship in society. Both of these initiatives focus on fostering digital competences and competences for entrepreneurship for the 21st century: intercultural, linguistic, digital, and teamwork as well as social entrepreneurial mindset (Sevilla-Pavo ´n & Nicolaou, 2022). We thus see a significant push toward educational processes to strengthen self-employment and achieve economic growth as a way to reduce social inequalities and improve social cohesion through business-related and social empowerment. Yet these education processes include little information and education on digital rights and responsibilities. This is the case because the topic is just emerging and we lack directives and instructions on proper development of Internet-focused strategies (Ratten & Tajeddini, 2017) in the digital transformation of companies. Digital entrepreneurship becomes an opportunity for young people and a social tool to encourage digital transformation of companies. It includes technologies and uses web pages, social media, applications, open education resources, crowdsourcing, 3D printing, digital images, and data mining, among other resources (Steininger, 2019). Digital entrepreneurship requires a combination of legaltechnological knowledge and knowledge specific to the creation and consolidation of firms. Such entrepreneurs must be familiar with concepts and practices associated with regulations on data protection, privacy, the information society, and the guarantee of digital rights in digital environments to enable maximum exploitation of Technology 2.0 with awareness of ethical behavior for and in socially responsible practices (Te ´llez, 2021). We must address questions of DRM and the digital rights of citizens related to privacy and data protection, safety, inclusion, and other fundamental rights connected to ethical responsibilities and empathy to guarantee a safe, responsible digital environment by and for all. Along these lines, Saura et al. (2021) argue that certain company practices can give rise to unethical situations that violate the privacy of users’ personal data. As Barbosa et al. (2022) argues, such situations can occur because entrepreneurs lack sufficient knowledge of new data collection and treatment techniques for their business models. The use of technology in entrepreneurship provides new opportunities for research and e-commerce, but countless Internet opportunities also pose a series of ethical dilemmas for entrepreneurs (Hannafey, 2003), as well as moral dilemmas for which people—not the technology—bear responsibility. Ethical design of digital environments must thus be a priority for firms. Digital environments must be based on strategies that improve users’ trust and the type and amount of information they publish on the online market (Sembada & Koay, 2019). For proper development of these environments, both the people who are entrepreneurs and the users of the services provided must know, assume, and respect their 2SAGE Open digital rights and obligations. It is thus necessary to generate a framework for digital rights and responsibilities (DR&R). The literature tackles some concepts on the topic proposed in this study through related topics. We identify two lines that contribute to this effort: knowledge of youth entrepreneurship and questions on the importance of digital rights; and guarantees in entrepreneurship that focus on safety, data protection, and digital marketing. Table 1 presents a synthesis of studies on related topics. Within youth entrepreneurship research, we find studies that tackle knowledge of entrepreneurship (Koe et al., 2012), digital competences (Scuotto & Morellato, 2013), and influence of education programs (Fayolle & Gailly, 2015). Studies have also been performed on young people’s business psychology from the perspective of computer technologies (Wang et al., 2021). Among studies related to digital rights and guarantees, Niranjanamurthy et al. (2013) and Li and Yazdanifard (2014) investigate safety in e-commerce and accessibility and equality and Saura et al. (2021) have written on privacy of personal data. Alford and Page (2015) explore questions about digital rights and guarantees in the study of digital marketing, while Kee and Yazdanifard (2015) approach questions of localization; personalization; diversification of approaches; and trust, ethics, and honesty (among other issues) in online marketing. Karppinen and Puukko (2020) analyze issues related to citizens’ rights. An analogous study by Taylor (2017) studies data-based discrimination in technology use. In a systematic review of the main uses of digital marketing, Barbosa et al. (2022) analyzed the variables use of data analysis techniques through the dashboards in the customer’s path in digital environments. Their goal was to improve or drive sales, social media marketing, big data (cloud) analytics, digital platforms, management of reviews, and digital reputation. Knowledge of digital rights and responsibilities for entrepreneurship is thus a key issue for entrepreneurial initiatives closely linked to critical and ethical indicators of digital society. Two strategic lines promoted by the Council of Europe converge in this topic: improving citizens’ digital competence and education for digital safety in entrepreneurship. Taking the foregoing into account, this study aims to develop a comprehensive framework for DR&R in youth entrepreneurship based on studies, reports, and legal regulations in effect in Europe. We call this the Framework for DR&R in Youth Entrepreneurship and hope it will contribute to an emerging topic that focuses on safe, responsible Internet use—that of digital rights at the intersection of existing European frameworks for digital and entrepreneurial competences (DigComp and EntreComp). We have defined the following research questions: RQ1: What European regulations and directives regulate proper promotion of and compliance with digital rights in youth entrepreneurship? RQ2: Based on existing frameworks, what digital rights involved in youth entrepreneurship compose a useful framework for young people’s initiatives? RQ3: How does the framework of digital rights and responsibilities impact practical cases of youth entrepreneurship? Methodology Design This study follows a methodology based on bibliographic document analysis, due to this method’s potential to systematize and define an emerging research field (Casasempere-Satorres & Vercher-Ferra ´ndiz, 2020). The analytic procedure consists of identifying the most relevant information belonging to various documents on a specific theme; and examining, synthesizing, systematizing, and even classifying that information. The goal is to facilitate understanding of and approaches to a phenomenon using various computerized procedures to systematize the information and provide scientific rigor in the process (Coffey, 2014). Among the options available for literature reviews, we chose this design for two reasons. The first was the nature of the study, since the document sources are frameworks, regulations, reports, and projects whose content is methodologically appropriate for qualitative analysis. The second is the increasing boom in and prestige of document analysis and its confirmed connection in analysis of digital rights (Te ´llez, 2020). Data Collection Procedure and Information Analysis Prior to searching the databases, members of the research team Guarantee of Digital Rights and Entrepreneurial Initiatives: DiagnosticTEC in Pre-Professional School Internships (Garantı´a de derechos digitales e iniciativas emprendedoras: DiagnosticaTEC en centros de pra ´cticas preprofesionales) (Dig4Inn) performed content analysis, starting from Spain’s Digital Rights Charter (Carta de Derechos Digitales) (Gobierno de Espan ˜a, 2021) and the Declaration on European Digital Rights and Principles (2022) on youth entrepreneurship: Equality and participation; Freedom; and Development, creation, and sustainability. This classification, displayed in Table 2, guided the full process of identification, selection, and document analysis for the bibliographic search. The technique enables detailed, in-depth research on a specific topic based on collection, interpretation, and production of diverse data (Harwood & Garry, 2003). Gallego-Arrufat et al. 3 Table 1. Studies Related to Digital Rights and Responsibilities. Authors Main topics Concepts on guarantee of digital rights and responsibilities and youth entrepreneurship Karppinen and Puukko (2020) Citizens’ rights Digital rights Corporate governance Social responsibility Human rights Digital constitutionalism Information justice Period of digital transformation Alford and Page (2015) Digital rights and guarantees in digital marketing Adoption of technology for marketing Barriers that impede technology adoption Exchange of customers’ information throughout the organization Social media Technical competences Databases Elia et al. (2020) Digital ecosystem and business ecosystem Digital business ecosystem Digital technologies Collaboration Regulatory environment Sociotechnical paradigm More solid and sustainable business initiatives Protection of intellectual property Data privacy Replicability Online debate tools Scuotto and Morellato (2013) Digital competences for entrepreneurship Entrepreneurial knowledge Student entrepreneurship Technological capability. Digital competence New technologies. Skills and capabilities Entrepreneurship programs Kuzmina et al. (2019) Professional competences for entrepreneurship Professional competences Semantic and political-legal values Technology use Social interaction Fayolle and Gailly (2015) Influence of educational programs Entrepreneurial intention Business education Teaching models Theory of planned behavior Perdigo ´n-Llanes et al. (2018) Ethics and honesty E-commerce Digital marketing Ethics and honesty Interaction with customers Safety in financial transactions Wang et al. (2021) Trends in marketing practices Ethics Honesty Technologies Business psychology Content marketing Interaction Cultural differences Niranjanamurthy et al. (2013) Safety in e-commerce Computer safety Data safety Information safety Integrity Non-repudiation Authenticity Authorized confidentiality of data privacy Availability (continued) 4SAGE Open The goal of the selection procedure was to use a ‘‘broad network’’ to capture the multiple perspectives, drawn primarily from the areas of digitalization and entrepreneurship—areas with diverse interests and regulatory assumptions. We also searched for applications of these issues in the sector of youth entrepreneurship population. One author of this manuscript searched Google Scholar, introducing the following keywords stepwise: Digital rights, Digital skills, Internet, Social responsibilities, Digital entrepreneurship, Young entrepreneurs, and finally EU Legal Framework. This first search identified over 50 regulatory documents. The winnowing procedure, performed by two of this manuscript’s named authors, determined that documents were relevant for inclusion if at least one of their subsections referred explicitly to one of the indicators obtained. Documents that covered the indicators only partially were considered too specific and not useful for purposes of this study. Data saturation was reached through a dialogue between expert team members until 100% agreement was reached on which documents to include. Results We represent the results in order of the research questions posed in this study. RQ1: What European regulations and directives regulate proper promotion of and compliance with digital rights in youth entrepreneurship? The search and winnowing procedure produced 20 documents, classified in Table 3 into different types: Overview framework (n= 5), Legislation and regulations (n= 8), Reports and projects (n= 3), and Resources and tools (n= 4). The findings contribute to DR&R not only indicators and concepts but also their application in youth entrepreneurship. Some documents were negotiated as consensually developed documents, others as regulations and legislation. Table 1. (continued) Authors Main topics Concepts on guarantee of digital rights and responsibilities and youth entrepreneurship Saura et al. (2021) Personal data privacy Data analysis Online marketing Data privacy User privacy in digital markets Data-based innovation Ethical design of digital environments Romansky (2019) Privacy Protection of personal data Technical and organizational measures Right to privacy Li and Yazdanifard (2014) Safety measures Protection of customers Kee and Yazdanifard (2015) Localization, personalization, diversification of approaches and trust, ethics, and honesty in online marketing Ethics Honesty Technologies Business psychology Content marketing Interaction Cultural differences Source. The authors. Table 2. Analytical Matrix. Categories Indicators Equality and participation Universal access; citizens’ participation in the digital environment; information and freedom of expression Digital education Freedom Intimacy; identity in the digital environment Digital safety and cybersecurity Protection of privacy in digital environments; personal data: access, rectification, erasure, restriction of processing, portability, right to object; pseudonymity Development and creation sustainability Authorship, exploitation rights, participation of intermediaries Technological development and sustainable digital environment Source. The authors. Gallego-Arrufat et al. 5 Table 3. Corpus on Legislation, Regulation, Reports, and Declarations Analyzed. Document type Legislation, regulations, and reports Indicators, concepts, and application Sources Overview framework Digital Rights Charter (2021) Digital rights. Conceptualization, selection, and categorization RedEs (Spanish government) https://www.lamoncloa.gob.es/ presidente/actividades/ Documents/2021/140721-Carta_ Derechos_Digitales_RedEs.pdf Declaration on European Digital Rights and Principles (2022) European Declaration on Digital Rights and Principles for the Digital Decade: Reference framework for citizens and guide for firms and political officials. Human-centered digital transformation European Commission. 2022. https://digitalstrategy.ec.europa.eu/en/ library/declaration-european- digital-rights-and-principles DigComp 2.1: The digital competence framework for citizens with eight proficiency levels and examples of use (2018) Digital Competence Framework. Examples of use applied to the fields of learning and employment. Area/competence related to digital rights European Commission. JRC https:// data.europa.eu/doi/10.2760/ 836968 Digital Citizenship Education. Overview and new perspectives (2017) Comparative analysis of educational frameworks for digital citizenship (UNESCO, Council of Europe, OCDE, EU) Tool for analysis of sense-making practices in digital citizenship education Council of Europe Publishing/ E ´ditions du Conseil de l’Europe EntreComp into Action. Get inspired, make it happen (2018) EntreComp progression model (3 competence areas and 15 competences). Case studies on digitalization. Area/competence related to digital rights European Commission. JRC https:// publications.jrc.ec.europa.eu/ repository/handle/JRC109128 Legislation and regulations Communication: ‘‘2030 Digital Compass: The European way for the Digital Decade’’ (2021) Competent citizens and companies in 2030. Four cardinal points for mapping the EU’s trajectory: infrastructure, education, and competences, digital transformation of companies and public services https://eur-lex.europa.eu/legalcontent/EN/TXT/HTML/?uri= CELEX:52021DC0118&from=es Data Act: Proposal for a Regulation on harmonized rules on fair access to and use of data (2022) Access to and use of data generated in the EU in all economic sectors. European Strategy for Data (2022) Brussels, 23.2.2022 COM(2022) 68 final https://digitalstrategy.ec.europa.eu/en/library/ data-act-proposal-regulation- harmonised-rules-fair-access-and- use-data EU General Data Protection Regulation (GDPR), 2016 GDPR rights: data protection and online privacy, pseudonymity: conceptualization and application https://europa.eu/youreurope/ citizens/consumers/internettelecoms/data-protection-online- privacy/index_en.htm Ley 10/2021, de 9 de julio, de trabajo a distancia (2021) Rights to freedom: conceptualization and application https://www.boe.es/buscar/doc.php? id=BOE-A-2021-11472 Ley de Servicios Digitales (DSA) y Ley de Mercados Digitales (2023) Rights to participation: conceptualization and application. Regulation of digital companies’ practices European Commission Ley Orga ´nica 3/2018, de Proteccio ´n de Datos y Garantı ´a de los Derechos Digitales Rights to equality and freedom: conceptualization and application https://www.boe.es/buscar/act.php? id=BOE-A-2018-16673 EU regulations for accessibility in the digital society Rights to equality: universal access, accessible web and digital content: conceptualization and application https://europa.eu/youreurope/ citizens/consumers/internettelecoms/internet-access/index_ es.htm Real Decreto Legislativo 1/1996, de 12 de abril, por el que se aprueba el texto refundido de la Ley de Propiedad Intelectual Rights to development, creation, and sustainability: conceptualization and application https://www.boe.es/buscar/act.php? id=BOE-A-1996-8930 (Consulta 7 Ene 2022) (continued) 6SAGE Open Some were produced by intergovernmental organizations, others by regional, state, or supranational interests. Twelve documents come from the EU’s system and five from national public administrations, including legislation and national entities. Three provide tools and examples of proper application in the form of European projects. We also included the two European frameworks, for digital competences (DigComp) and entrepreneurial competences (EntreComp), because they had unique regulatory value (Scuotto & Morellato, 2013). RQ2: Based on existing frameworks, what digital rights involved in youth entrepreneurship compose a useful framework for young people’s initiatives? To identify the digital rights involved in the area of entrepreneurship, we started from European frameworks for digital and entrepreneurial competences. More specifically, EntreComp (acronym for European Entrepreneurship Competence Framework) provides a tool to improve the entrepreneurial competence of European citizens and organizations. DigComp (Digital Competence Framework for Citizens) is also presented as a tool, although in this case designed to improve citizens’ digital competences. These tools were developed by the European Union’s Joint Research Centre (JRC), as the result of a scientific project commissioned by the Directorates- General for Education and Culture, and Employment. Our analysis uses the versions Digital competence framework for citizens with eight proficiency levels and examples of use (Carretero et al., 2017) and EntreCompintoaction: Get inspired, make it happen (McCallum et al., 2018). Table 4 presents the European frameworks in which the DR&R operate (DigComp and EntreComp), indicating Table 3. (continued) Document type Legislation, regulations, and reports Indicators, concepts, and application Sources Reports and projects Digital Skills for You(th)—DS4Y European Project Youth Employment and Skills Strategy https://www.ds4y.eu/ Pathways 4 employ. European Project (2018) Digitally competent: new pathways for new workers: Self-assessment tool that uses EntreComp and DigComp to map entrepreneurs’ competences and offers online training via a learning platform. Output: DigComp Entrepreneur profile http://194.30.34.75/P4E/usuario/ index_ib.jsp http://194.30.34.75/P4Eweb/ Imagenes/usuarios/Infography_ Entrepreneur_profile.jpg HEInnovate Project (2018) The entrepreneurial and innovative higher education institution. A review of the concept and its relevance today. Conceptual paper https://www.heinnovate.eu/en Resources and tools DigCitCommit. Digital Citizenship Coalition Resources for five competences (classroom teachers, district leaders and support staff, community stakeholders, parents, and caregivers). Elements related to DR&R in entrepreneurship: communication and collaboration, netiquette, security and privacy, ecommerce https://digcitcommit.org/ Facilita Emprende. AEPD Support tool for entrepreneurs and startups with innovative technology-based treatment https://www.aepd.es/es/guias-y- herramientas/herramientas/ facilita-emprende Guı ´a de Emprendimiento Juvenil. Yo tambie ´n emprendo (2021) Digital environment tools for starting a company Andalucı ´a Emprende. Fundacio ´n Pu ´blica Andaluza (Consejerı ´ade Empleo, Formacio ´n y Trabajo Auto ´nomo. Junta de Andalucı ´a) HEInnovate Project Self-evaluation tool. Selection of Dimensions 2 (preparing and supporting entrepreneurs) and 3 (digital transformation and capability). Distinguishing of indicators with high scores. Examples https://www.heinnovate.eu/en Source. The authors. Gallego-Arrufat et al. 7 Table 4. Digital Rights in the European Frameworks DigComp and EntreComp. DIGITAL RIGHTS Areas/Competences DigComp EntreComp RIGHTS TO EQUALITY AND PARTICIPATION Right to universal access Area 2. 2.3. Engaging in citizenship Area 5. 5.4. Identifying digital competence gaps Area 2: 2.3. Mobilizing resources 2.5. Mobilizing others Right to citizens’ participation in the digital environment Area 2. 2.3. Engaging in citizenship Right to information and freedom of expression Area 1. 1.2. Evaluating data, information, and digital content Area 2. 2.2. Sharing 2.5. Netiquette Area 3. 3.1. Developing digital content Right to digital education Area 1. Information and data literacy Area 2. Communication and collaboration Area 3. Digital content creation Area 4. Safety Area 5. Problem solving Area 1: 1.5. Ethical and sustainable thinking Area 2: 2.3. Mobilizing resources 2.5. Mobilizing others Area 3: 3.4.Working with others RIGHTS TO FREEDOM Right to intimacy Area 4. 4.3. Protecting health and well-being Area 1: 1.5. Ethical and sustainable thinking Area 2: 2.3. Mobilizing resources 2.5. Mobilizing others Right to identity in the digital environment Area 2. 2.6. Managing digital identity Area 4. 4.2. Protecting personal data and privacy Area 1: 1.5. Ethical and sustainable thinking Area 2: 2.1. Self-awareness and self-efficacy 2.3. Mobilizing resources Area 3. 3.1. Taking initiative Right to digital safety and cybersecurity Area 4. 4.1. Protecting devices Area 1: 1.5. Ethical and sustainable thinking Area 3: 3.3. Coping with ambiguity, uncertainty, and risk Right to protection of privacy in digital environments Area 4. 4.2. Protecting personal data and privacy Area 1: 1.5. Ethical and sustainable thinking Rights to access, rectification, erasure (right to be forgotten), restriction of processing, portability; right to object, right not to be the target of individualized decisions. GDPR rights Area 1: 1.5. Ethical and sustainable thinking Area 2: 2.3. Mobilizing resources 2.5. Mobilizing others Right to pseudonymity RIGHTS TO DEVELOPMENT, CREATION AND SUSTAINABILITY Moral right to authorship Area 3. 3.3. Copyright and intellectual property licenses Area 1: 1.5. Ethical and sustainable thinking Area 2: 2.3. Mobilizing resources Exploitation rights Area 1. 1.3. Managing data, information, and digital content Area 2. 2.2.Sharing Area 3. 3.3. Copyright and intellectual property licenses Area 1: 1.5. Ethical and sustainable thinking Area 2: 2.5. Mobilizing others Area 3: 3.4. Working with others Right to participation of intermediaries Area 1. 1.3. Managing data, information, and digital content Area 3. 3.3. Copyright and intellectual property licenses Area 1: 1.5. Ethical and sustainable thinking Right to technological development and a sustainable digital environment Area 4. 4.4. Protecting the environment Area 1: 1.5. Ethical and sustainable thinking Area 2: 2.3. Mobilizing resources Source. The authors. Note. DigComp: Area 1. Information and data literacy, Area 2. Communication and collaboration, Area 3. Digital content creation, Area 4. Safety, Area 5. Problem solving. EntreComp: Area 1: Ideas and opportunities, Area 2: Resources, Area 3: Into action. 8SAGE Open the competence area and competence involved for this framework within each DR&R. First, two competences from Area 2 of EntreComp as a whole (Mobilizing resources and Mobilizing people)are present in most of the digital rights, especially those involving equality and participation, intimacy, and the General Data Protection Regulation (GDPR) (European Union, 2016). Second, Ethical and sustainable thinking from Area 1 of EntreComp also appears in all digital rights tied to freedom, privacy, and data protection and to all digital rights involving development, creation, and sustainability (authorship, technological development, and sustainable digital environment). Third, training in the competences Coping with ambiguity, uncertainty, and risk and Self-awareness and self-efficacy (Areas 2 and 3 of EntreComp, respectively) focus especially (among other issues) on guaranteeing the rights to digital safety and cybersecurity and to identity in the digital environment. Further, Area 4 of digital competence (Safety)is found in all digital rights to freedom, safety, and GDPR (European Union, 2016), Area 2 (Communication and collaboration) in fostering the competence Engaging in citizenship, and Area 3 expressly in reference to Copyright and intellectual property licenses from DigComp. The Right to digital education is the most inclusive of all, involving all areas of DigComp, as well as the competences in Areas 1 and 3 of EntreComp (Ethical and sustainable thinking and Working with others), which are oriented specifically to digital education of citizens. RQ3: How does the framework of digital rights and responsibilities impact practical cases of youth entrepreneurship? Based on the review findings, we chose to focus specifically on the application of digital rights and guarantees for entrepreneurship within a sustainable framework in regulations, legislation, directives, and regulatory documents for entrepreneurship, which we now present. In this document, we identify four discourses of digital rights, linked to different ideological assumptions and political contexts: digital rights as protection of negative liberties (freedom of expression), positive rights and state obligation (active citizenship, equal access), rights as a vehicle of ‘‘informational justice’’ (protection of vulnerabilities), and affordances provided by platforms (technological opportunities), which require the union of individual rights, freedoms, and responsibilities (Karppinen & Puukko, 2020). Our study proposes a framework for DR&R for young entrepreneurs that rests on three fundamental pillars, derived from the categories used in the document analysis: Rights to equality and participation, Rights to freedom, and Rights to development, creation, and sustainability. For each, we propose a set of rights that constitute this reference framework. These rights are drawn from our detailed analysis of legal regulations, projects, and reports, as well as from digital and entrepreneurial competence frameworks, as explained above. This framework characterizes the main digital rights, based on the knowledge society, European digital and entrepreneurial regulatory frameworks, and these rights’ presence in youth entrepreneurship projects. We also include practices and criteria aimed to help prevent and handle possible situations involving violations of the digital rights of suppliers, workers, or users from the initiatives provided through digital environments such as web pages, blogs, digital advertising, and social media linked to entrepreneurial initiatives. Within the theoretical framework of DR&R and entrepreneurship, as well as the applications and examples, we attempt to facilitate understanding of DR&R and generate ideas and debate. As Figure 1 shows, the first main point, termed Rights to equality and participation, includes questions related to guaranteeing the entrepreneurial project or initiative for universal accessibility, citizen participation, right to information, and freedom of expression, as well as digital education for all citizens. The point Rights to freedom, which focuses on issues of individual character and protection of personal data and safety in digital environments, is broader and includes protection of the right to intimacy, care for digital identity, safety, cybersecurity, privacy, and the rights of citizens included in the legislation on data protection and pseudonymity. Finally, the point Rights to development, creation, and sustainability develops issues involving relationship to other social agents involved that are located in the environment in which the entrepreneurial initiatives occur. We thus propose attending to the rights to authorship and exploitation, participation of other intermediaries, and technological development, while also fostering the creation of sustainable digital environments. Next, we describe the practices recommended in youth entrepreneurship projects for each of the digital rights included in this reference framework and examples of these practices. 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