The current study investigated the reality of Digital Citizenship practices in higher education institutions in the Sultanate of Oman concerning three aspects. First, the degree to which graduates' documents in Higher Educational Institutions (HEIs) include Digital Citizenship dimensions. Second: exploring the level of practice in the dimensions and competencies of Digital Citizenship of higher education students at the undergraduate level. Third: exploring statistically significant differences in practicing Digital Citizenship among higher education undergraduates attributed to some demographic variables. The study attempted to interpret these quantitative results from the point of view of the undergraduates themselves, academics, and experts. Finally, the current study aimed to develop a framework for enhancing Digital Citizenship practices in Omani higher education institutions. The study adopted a mixed-method approach with a sequential explanatory design, incorporating both quantitative and qualitative phases. In the first stage, the content of graduate attributes documents from a sample of higher education institutions was analyzed to determine the level of their inclusion of the six dimensions of Digital Citizenship (digital identity, digital civic participation, digital information literacy, digital ethics, digital safety, and digital global communication). Then, Quantitative data was collected by applying situational judgment tests on a sample of (855) Omani undergraduate students to identify the reality of their practices for the six mentioned dimensions of Digital Citizenship and to detect any significant differences based on some demographic variables. In the qualitative stage, focus group tools were applied with a sample of students (24), and semi-standardized interviews with academics and experts in higher education (6) were conducted. The aim of this stage was to provide a profound explanation for the quantitative findings and to investigate participants' suggestions for enhancing Digital Citizenship practices in HEIs. The study reached several results, the most important of which is that the reality of undergraduates' Digital Citizenship practices in higher education institutions reached a medium degree. The average score for practicing the six dimensions of Digital Citizenship ranged from medium to low (3.00 to 2.15). Four dimensions (digital literacy, digital global connectivity, digital safety, and digital ethics) were practiced at an intermediate level. In contrast, the practices of digital identity and digital civic engagement dimensions were at a low level. Moreover, the results of the total average of the quantitative data revealed no statistically significant differences in the level of practicing Digital Citizenship regarding gender, type of institution, field of study, and year of study. However, some significant differences emerged within some dimensions of Digital Citizenship: digital ethics and digital safety regarding the gender variable, digital safety and global digital communication regarding the type of institution variable, and digital ethics with the study year variable. The qualitative analysis of the interviews using the (MAXQDA) program confirmed the level of some practices and explained the differences in judgment in other practices between the views of the undergraduates themselves and the academics. The qualitative analysis also produced several suggestions to improve Digital Citizenship practices. In light of the results of the study and the analysis of the current reality of Digital Citizenship practices, the study concluded with a proposed framework that represents a road map for enhancing Digital Citizenship practices in HEIs in the Sultanate of Oman.