Abstract:

A workshop titled 'My role in a situation of cyberviolence' was conducted to cope with the growing issue of cyberviolence among teenagers. Cyberviolence is increasingly recognized as a significant challenge for young people in the digital age (Livingstone et al., 2021). The workshop targeted students aged 12–16 and focused on these critical digital safety topics. The goal was to empower students with the tools and confidence to identify, prevent, and react responsibly to cyberviolence.

Held across five secondary schools in Catalonia, Spain, the workshop engaged 988 students from grades 1, 3, and 4 of Compulsory Secondary Education (ESO) over a series of 43 sessions. The interactive format focused on active participation, reflection, and group discussions, with activities designed to create a safe, inclusive space for learning about complex digital issues. These principles align with existing frameworks, such as the EU’s Digital Competence Framework for Education (DigCompEdu), which emphasizes the importance of digital safety and ethical use of technology in education (Redecker & Punie, 2017).

The sessions were guided by a trained facilitator who employs interactive methods to engage students meaningfully. It is important to have a value facilitator-led workshops to promote critical awareness and reflective thinking, particularly in the context of digital competence (Ribble et al., 2011). The need to address inequalities in digital competence among teenagers, it is crucial the role of education in addressing these gaps and reducing vulnerabilities (Selwyn, 2020). To measure the workshop impact, pre- and post-workshop questionnaires were administered to 925 participants.

The workshop was successful in promoting key competences for navigating the digital landscape with responsibility. By empowering students with the tools to recognize and respond to cyberviolence, the initiative demonstrated the value of integrating similar programs ad workshops in schools. It highlights the potential of school-based interventions to foster safer and more empathy-based digital environments for young people.

This initiative highlights the importance of addressing digital safety through school-based educational workshops, showing how such programs can empower young people to approach the digital landscape with greater responsibility, respect, and critical thinking. By fostering essential digital competences and encouraging empathy-based behaviours, the workshop explored the life-changing effects of integrating similar initiatives in schools, in order to create safer and more supportive digital environments for adolescents (UNICEF, 2020).

References:
[1] Livingstone, S., Stoilova, M., & Kelly, A. (2021). Online safety in the digital age: Addressing the needs of children. Journal of Children and Media, 15(2), 238–253. https://doi.org/10.1080/17482798.2020.1712638
[2] Redecker, C., & Punie, Y. (2017). European Framework for the Digital Competence of Educators (DigCompEdu). Luxembourg: Publications Office of the European Union. https://doi.org/10.2760/159770
[3] Ribble, M., Bailey, G., & Ross, T. (2011). Digital citizenship in schools: Nine elements all students should know. International Society for Technology in Education.
Selwyn, N. (2020). Digital education: Opportunities for social equity and inclusion. London: Routledge.
[4] UNICEF. (2020). Policy guidance on AI for children. New York: UNICEF. https://doi.org/10.18356/9789210053393

Keywords:

Cyberviolence cyberbullying, digital safety, Teenagers digital age, digital competence, digital critical awareness.