In the context of digital transformation, civic education requires not only the development of students’ legal knowledge but also the cultivation of skills in critical information evaluation, understanding lawful conduct, and responsible participation in social life. This article examines the conceptual and methodological foundations for developing the civic position of vocational education students through the teaching of Fundamentals of State and Law using digital learning tools. The theoretical framework of the study is based on international concepts of digital civic education, competences for democratic culture, and the competency-based approach, as well as Uzbekistan’s regulatory framework governing education and legal education. The civic position is conceptualized as an integrated pedagogical system comprising four interrelated components: cognitive, value-motivational, practical-activity, and reflective-evaluative. A conceptual and methodological model designed to develop these components is proposed. Its content is elaborated through problem-based legal scenarios, the use of official electronic legal sources, digital discussions, collaborative projects, and criteria-based reflective assessment. The article is theoretical and conceptual in nature; the effectiveness of the proposed model has not yet been empirically validated through experimental testing. Accordingly, its practical implementation, the validation of assessment criteria, and the analysis of research findings using appropriate statistical methods are identified as priorities for future research.