THEME: Technology-facilitated gender-based violence in schools: Learner and teacher-based
Guest editor
Prof. Sumeshni Govender: Department of Educational Psychology, University of Zululand, South Africa
The International Journal of Studies in Psychology (IJSPSY) is a peer-reviewed journal, published by the Global Association of Educational and Research in Psychology (GAERPSY). It is indexed in the DOAJ and listed on accredited journals, as well as in the Department of Higher Education and Training in South Africa, Sabinet, and African Journals Online (AJOL).
This Call for Papers announces a Special Section of the IJSPSY, which will focus on both learner and teacher-based, Technology-facilitated gender-based violence (TFGBV) in schools. This behaviour which has become a pervasive and constantly evolving issue where all forms of digital tools, like mobile phones, computers and Miao, Holmes, Huang, and Zhang (2021) discusses the rapidly growing forms of online technology (like Instagram or Snapchat) which can distort images of people and mention examples of virtual reality (VR) and augmented reality (AR) (like Blippar, EonReality, Google Education, NeoBear, and VR Monkey) which are now being used in educational institutions and these can all be used to commit, assist, or amplify the acts of violence which are rooted in gender inequity. The UNICEF, UNFPA and Save the Children (n.d.) definition for Technology-facilitated gender-based violence (TFGBV) will be used for ease of reference: “an act of violence perpetrated by one or more individuals that is committed, assisted, aggravated and amplified in part or fully by the use of information and communication technologies or digital media against a person based on gender”.
Rationale
With the use of artificial intelligence growing exponentially throughout educational circles globally and the continued discussions around ethical issues regarding the use of technology in the classroom (Ayanwale et al., 2024) it is imperative that as researchers we consider continuing the debate around the harmful behaviour that can occur in both online and offline environments and carry severe psychological, social, and educational consequences for students, teachers and parents particularly girls and young women. Basu and Banerjee (2020) found, in their study from 2011 to 2015, a distinct move towards technology and its impact on mental health. The studies examined by Basu and Banerjee (2020) included devices like mobile phones, computers, media, video games, and online social networking (Pantic et al., 2012; Hysing et al., 2015; Lemola et al., 2015; Sampasa-Kanyinga & Lewis, 2015). Since then, there has been an upsurge in TFGBV, according to Castro and Meira (2024), driven by factors such as easier access to technological devices, media, and networks, as well as the COVID-19 pandemic. It is important to note that it is not just the survivors who struggle with the long-term implications of these behaviours, but also the perpetrators and bystanders as well. These various forms of technology-facilitated gender-based violence can lead to significant psychological distress and social repercussions for all involved, extending beyond immediate incidents (Gámez‐Guadix et al., 2022). It can take the form of any of the following, but is not inclusive of: image-based abuse, cyberbullying, harassment, sextortion, doxxing, online impersonation, cyberstalking, grooming, or social technology-exclusion (Gámez‐Guadix et al., 2022).
Scope of the special issue
The special issue will include contributions in various formats:
Context papers
1) Kelly (1988). The continuum of Violence Theory continuum of sexual violence has been adapted to explain TFGBV in educational contexts.
2) Vissenberg and d’Haenens (2020). Ecological frameworks situate TFGBV within interacting systems, including individual learners, peer groups, schools, families, and broader socio-technical environments.
3) Jorba et al. (2019). Intersectionality highlights how race, class, disability, and sexuality shape experiences of TFGBV in schools and how schools respond to TFGBV through victim-blaming or silence, framing incidents as “online issues” rather than educational and safeguarding concerns (Photiou & Christodoulou, 2025).
Methodology papers
1) Hartmann et al. (2025). Cross-sectional survey; measures of TFGBV exposure and mental health outcomes.
2) Uysal et al. (2023). Social media norms interventions. Description: Mixed-methods pilot of a norms-shifting social media intervention to reduce teacher-perpetrated school-related GBV; includes quantitative engagement metrics and qualitative analysis.
3) Tyabashe-Phume et al. (2025). scoping review on TFGBV in LMICs
4) Ayodeji (2025). TFGBV and adolescent mental Health
Empirical studies
1) Mokaya, A. G., Mutai, J., Kikuvi, G., & Memiah, P. (2025). A descriptive phenomenological study of school-related gender-based violence: lived experiences of symbolic violence, harassment, and systemic complicity in a mixed secondary school in Nairobi, Kenya.
2) Hartmann, Browne, Mutangabende, Mungwari, et al. (2025). Prevalence of technology
facilitated and other gender-based violence among adolescent girls in Gqeberha, South Africa, and its association with probable common mental disorders.
3) Baekgaard, K. (2024). Technology-Facilitated Gender-Based Violence: An Emerging Issue in Women, Peace, and Security.
Submission criteria:
- Original research papers (6000-8000 words) are invited.
- Manuscripts will be accepted for publication in English.
- Empirical studies are preferred, but conceptual/theoretical papers will be considered.
- Quantitative, qualitative, and mixed methods studies are allowed.
- Manuscripts should address an important but overlooked aspect/topic.
- Manuscripts should present new theoretical or conceptual ideas, with innovative context-sensitive applications.
Tentative submission process and timeline:
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Actions |
Deadlines |
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Interested authors should submit an initial abstract (250-500 words) including: · Preliminary title of the manuscript · Full names, contact details, and affiliations of the author(s) · The aim of the study · How the study aligns with the scope of the special section |
15 February 2026 |
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Contributing author(s) will then be notified about the selection of abstracts and invited to submit a full manuscript. |
20 February 2026 |
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The first draft of the full manuscript, with suggestions for two possible reviewers, is to be submitted. Just so you know, suggested reviewers may not review your paper. |
30 March 2026 |
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Feedback from the first round of reviewers (two independent expert reviewers) is sent to the authors. |
30 April 2026 |
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The revised manuscript is submitted. |
15 May 2026 |
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Feedback from IJSPSY associate editors and editor-in-chief. |
20 May 2026 |
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Submission of the final manuscript. |
30 May 2026 |
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Publication of a successfully reviewed manuscript. |
30 June 2026 |
All manuscripts must be submitted to SUBMIT ARTICLE or Prof. Sumeshni Govender at govenders@unizulu.ac.za , and a copy to Editor-ijspsy@gaerpsy.com
References
Ayanwale, M. A., Ntshangase, S. D., Adelana, O.P., Afolabi, K. W., Adam, U. A., & Olatunbosun, S. O. (2024). Navigating the future: Exploring in-service teachers’ preparedness for artificial intelligence integration into South African schools. Computers and Education: Artificial Intelligence. 7, 17 pages. www.sciencedirect.com/journal/computers-and-education-artificial-intelligence
Ayodeji, U.M. (2025). Examining The Impact of Technology-Facilitated Gender-Based Violence on the Mental Health and Well-being of Adolescents. Current Journal of Applied Science and Technology, 44(5), 66–77. https://doi.org/10.9734/cjast/2025/v44i54537
Baekgaard, K. (2024). Technology-Facilitated Gender-Based Violence: An Emerging Issue in Women, Peace, and Security. The Georgetown Institute for Women, Peace and Security. http://giwps.georgetown.edu
Basu, S., Banerjee, B. (2020). Impact of environmental factors on mental health of children and adolescents: A systematic review. Children and Youth Services Review, 119, 11 pages, https://doi.org/10.1016/j.childyouth.2020.105515
Gámez‐Guadix, M., Mateos‐Pérez, E., Wachs, S., Wright, M., Martínez, J., & Íncera, D. (2022). Assessing image‐based sexual abuse: Measurement, prevalence, and temporal stability of sextortion and nonconsensual sexting (“revenge porn”) among adolescents. Journal of Adolescence, 94:789-79. https://doi.org/10.1002/jad.12064
Hartmann, Browne, Mutangabende, Mungwari, et al. (2025). Prevalence of technology-facilitated and other genderbased violence among adolescent girls in Gqeberha, South Africa, and its association with probable common mental disorders
Jorba, M., & López de Sa, D. (2024). Intersectionality as emergence. Philosophical Studies, 181, 1455–1475.
Kelly, L. (1988). Surviving sexual violence. Minneapolis: University of Minnesota Press
Miao, F., Holmes, W., Huang, R. & Zhang, H. (2021). AI and education. Guidance for policy-makers. United Nations Educational, Scientific, and Cultural Organization. https://doi.org/10.54675/PCSP7350
Mokaya, A. G., Mutai, J., Kikuvi, G., & Memiah, P. (2025). A descriptive phenomenological study of school‑related gender‑based violence: lived experiences of symbolic violence, harassment and systemic complicity [BMC Public Health].
Photiou, A., & Christodoulou, V. (2025). Professionals’ Confidence, Training, and Victim Blaming: Views on Physical and Technology-Assisted Child Sexual Abuse. Child & Youth Care Forum.
Tyabashe-Phume, B. P., Tunggal, E., Hameed, S., Hunt, X., Soldatić, K., & Ned, L. ( Scoping review on technology-facilitated gender-based violence against women with disabilities and LGBTQI+ persons in low- and middle-income countries. African Journal of Disability, 14, 11 pages. https://doi.org/10.4102/ajod.v14i0.1810
UNICEF, UNFPA, and Save the Children (n.d.) Technology-facilitated gender-based violence: Considerations across the life course. https://www.unfpa.org/sites/default/files/resource-pdf/TFGBV%20across%20the%20life%20course_final.pdf
Uysal, J., Chitle P., Akinola, M., Kennedy, C., Tumusiime, R., McCarthy, P.,…, & Lundgren, R. (2023). Lessons Learned from a Mixed-Method Pilot of a Norms-Shifting Social Media Intervention to Reduce Teacher-Perpetrated School-Related Gender-Based Violence in Uganda. Adolescents, 3, 199–211. https://doi.org/10.3390/adolescents3020015
Vissenberg, J., & d’Haenens, l. (2020). Protecting Youths’ Wellbeing Online: Studying the Associations between Opportunities, Risks, and Resilience. Media and Communication, 8(2), 175-184. https://doi.org/10.17645/mac.v8i2.2774