The article is devoted to the justification of pedagogical conditions for the formation of civic and patriotic identity of adolescents in the context of digital socialization, when traditional mechanisms of intergenerational transmission of experience compete with network information flows and generate a discrepancy between knowledge, experience, and action. Civic identity is interpreted as a conscious acceptance of belonging to the community of citizens of the state based on values, history, and culture, while patriotic identity is seen as an emotionally charged sense of involvement and readiness for active service, including in forms of digital volunteering, creation of positive content, and counteraction to distortions of historical memory. It is shown that the discrete functioning of classroom, extracurricular, and digital environments sustains the phenomenon of «alienated knowledge»: with relatively developed cognitive awareness (about 6.4 points on a 10-point scale), reduced indicators of pride (about 4.2), participation in social actions (about 3.2), and especially digital civic activity (about 2.1) are recorded, amid high heterogeneity of behavioral manifestations. The verification of the integrative model of a «seamless» educational environment was carried out over four years in six schools of various sociocultural contexts with the participation of 1458 adolescents aged 13-16, as well as teachers and parents; questionnaires on civic maturity, diagnostics of value orientations, original tools for analyzing network behavior, content analysis of digital traces while adhering to ethical standards, expert assessments, and statistical verification of differences and relationships were applied. The superiority of the full convergence of the three environments has been established: the share of adolescents with a high integral level of identity reaches 79,63% compared to 35,13% when limited to classroom activities; combining digital activity with lessons without social practice primarily enhances cognitive indicators and is associated with the risk of imitative forms of participation. Structural shifts in online behavior were recorded in the experimental group: a decrease in the share of entertainment to 45,33% and an increase in authorial social content to 14,56%, online communities and fact-checking to 11,47 and 14,46%, respectively. A significant condition for effectiveness is the enhancement of teachers' readiness for the integration of offline/online formats and moderation of value discussions, which is accompanied by overcoming the barrier between school culture and adolescents' digital «codes» and ensures deep internalization of civic meanings through multichannel experience of social experience.