Digital citizenship is broadly viewed as the ability to participate effectively in online communities. Since information and communications technology is pivotal to societal participation and development, the role of digital citizenship is significant. Formalizations guiding learning and practice for digital citizenship foster ideals and concepts that are essential to development and participation. Because learning and practice occur within wider political, socioeconomic and educational settings, associated place-based struggles stand to influence their sustainability. These struggles are particularly challenging in developing and post-conflict countries. This article operationalizes notions of sustainable practice and learning for digital citizenship and explores associated challenges within wider environmental settings. Taking Lebanon as a case, data indicate that place-based challenges within socioeconomic, political and educational settings compromise sustainable digital citizenship practice and learning among public school students. Recommendations for moving forward are offered in light of this finding.