<p>The present study examines the complex relationships among teachers’ digital literacy, social media literacy, and digital citizenship, while accounting for age-based differences. A study was conducted utilizing data from 822 Turkish teachers. A moderated mediation model was employed to investigate the mediating role of social media literacy and the moderating role of age. The findings of the study indicated that digital literacy exhibited a positive correlation with digital citizenship, with social media literacy functioning as a significant mediator. Furthermore, the findings of this study demonstrate that age moderates the direct effect of digital literacy on digital citizenship, such that the effect is stronger among older teachers. However, it was observed that younger teachers exhibited higher levels of digital citizenship skills. The findings of this study indicate that enhancing digital literacy may help explain differences in civic engagement among different age groups. The study emphasises the significance of integrating targeted professional development programmes that cultivate both social media competence and equitable access to digital citizenship skills across generational cohorts. The implications of these findings are discussed in relation to inclusive educational policy and teacher development in digitally mediated learning environments.</p>