This article explores the theoretical and methodological foundations of socially active citizenship competence in the context of modern education. It defines the key components of this competence—including civic knowledge, skills, values, and behavior—and examines various theoretical frameworks such as constructivism, critical pedagogy, and civic republicanism that support its development. Methodological approaches, including experiential learning, project-based learning, and digital citizenship, are discussed as effective tools to foster engagement and responsibility among learners. The paper concludes with a reflection on educational challenges and provides strategic recommendations for developing socially active citizens capable of contributing to democratic society.