Teachers’ beliefs influence educational goals, teaching practices, and learning outcomes, and are thus of great importance for civics research. This comparative study used semi-structured interviews with 17 teachers in Hong Kong and Germany conducted in 2020 to examine teachers’ beliefs about digital citizenship and education in digital societies. The teachers acknowledged the positive influences of digitalization on information gathering and participation opportunities. They also highlighted the threat of manipulation and interference by antidemocratic actors but rarely reflected on the influences of digitalization on the citizenship concept. Teacher education should facilitate discourses about digital citizenship that go beyond traditional competence models.