SPECIAL ISSUE 1 June 2026
DOI DOI: 10.66434/ijspsy.v1i1si.500

Reimagining teacher education for technology-facilitated gender-based violence: An ecological and intersectional framework for South African digital learning environments

Hennades Tabe1, Velisiwe Gasa1
  1. 1 University of South Africa, South Africa

Abstract

The rapid integration of digital technologies into educational settings has impacted both teaching and learning practices, even as it gives rise to new instances of gender-based violence. It has been recognised that technology-facilitated gender-based violence (TFGBV) is a phenomenon growing within digital learning-oriented settings, particularly targeting women and learners from marginalised communities. Notwithstanding the growing scale of TFGBV, teacher education programmes are generally inadequate in preparing teachers to address emerging digital risks. Hence, teachers need to acquire the knowledge and skills to address them. This systematic work aims to reconceptualise teacher education as an intervention site to address TFGBV in South African educational contexts. Building on ecological and intersectional approaches, we utilise a PRISMA-guided systematic review to integrate the literature on TFGBV, digital inequality, and teacher education transformation. The results show that gender-based violence fuelled by technology functions at multiple individual, interpersonal, institutional, and societal levels. Other factors, including socio-economic status, geographic location, and intersectional aspects, also contribute to learners' susceptibility to digital learning environments. Although previous teacher education programmes have trained them in technology-related skills and competencies, they have been less focused on teaching digital safety, gender-responsive pedagogy, and inclusive teaching practices. Hence, teachers might not be able to respond adequately to TFGBV. This study proposes a conceptual framework that positions teacher education as a transformative site for mitigating and countering digital violence, grounded in curriculum reform, policy alignment, and professional development. Restructuring teacher education using the lenses of ecology and intersectionality will lead to safer digital spaces, inclusive pedagogical practices, and more equitable learning.  

How to Cite

Tabe, H., & Gasa, V. (2026). Reimagining teacher education for technology-facilitated gender-based violence: An ecological and intersectional framework for South African digital learning environments. International Journal of Studies in Psychology, 1(1si), 73–80. https://doi.org/10.66434/ijspsy.v1i1si.500
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