A DIGITAL LITERACY AND DIGITAL CITIZENSHIP AWARENESS IN COUNTERING ONLINE GENDER-BASED VIOLENCE
Patterns of Digital Literacy and Students' OGBV Responses
DOI:
https://doi.org/10.24252/sipakalebbi.v10i2.71288Keywords:
Digital literacy; Gender-based violence online; Digital citizenship; University students; Systematic literature review.Abstract
This systematic literature review examines the relationship between digital literacy, digital citizenship awareness, and the ability of university students to identify and counter online gender-based violence (OGBV). Employing the PRISMA 2020 protocol, thirty studies published between 2019 and 2025 were selected from the Scopus, ERIC, IEEE Xplore, and Garuda databases. Thematic and content analysis revealed four major findings: (1) higher digital literacy is significantly associated with greater awareness of OGBV and more proactive bystander behaviour; (2) rights-based digital citizenship models are more effective than skill-only approaches in building anti-OGBV attitudes; (3) short-form video platforms and interactive e-modules constitute the most effective channels for anti-OGBV campaigns on campus; and (4) institutional policies, gender-responsive curricula, and safe digital spaces within universities are pivotal enablers of sustained change. The review contributes a synthesised Digital Citizenship Anti-OGBV Framework (DC-AOGBV) that can guide civic education curriculum design and campus gender equity policy in Indonesian and regional higher education contexts.
Downloads
References
Bae, J., & Bien-Aimé, S. (2021). Bystander intervention training in digital spaces: Examining the effectiveness of online gender-based violence prevention programs among college students. Journal of Interpersonal Violence, 36(15–16), NP8421–NP8447. https://doi.org/10.1177/0886260519836476
Choi, M. (2016). A concept analysis of digital citizenship for democratic citizenship education in the internet age. Theory & Research in Social Education, 44(4), 565–607. https://doi.org/10.1080/00933104.2016.1210549
Choi, M., & Cristol, D. (2021). Digital citizenship with intersectionality lens: Towards participatory democracy driven digital citizenship education. Theory Into Practice, 60(4), 360–370. https://doi.org/10.1080/00405841.2021.1911532
Dragiewicz, M., Burgess, J., Matamoros-Fernández, A., Salter, M., Suzor, N. P., Woodlock, D., & Harris, B. (2019). Technology facilitated coercive control: Domestic violence and the competing roles of digital media platforms. Feminist Media Studies, 19(4), 609–625. https://doi.org/10.1080/14680777.2018.1556994
Komnas Perempuan. (2023). Catatan Tahunan Kekerasan terhadap Perempuan 2023: Kekerasan Berbasis Gender dalam Ranah Digital. Komnas Perempuan.
Mulaney, C., & Epprecht, M. (2021). Institutional responses to technology-facilitated gender-based violence: Examining campus policy frameworks across 12 countries. Gender & Education, 33(7), 882–899. https://doi.org/10.1080/09540253.2020.1845759
Mossberger, K., Tolbert, C. J., & McNeal, R. S. (2020). Digital citizenship: The internet, society, and participation. MIT Press.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjártsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Powell, A., & Henry, N. (2019). Technology-facilitated sexual violence victimization: Results from an online survey of Australian adults. Journal of Interpersonal Violence, 34(17), 3637–3665. https://doi.org/10.1177/0886260516672055
Pratama, R. A., & Sari, D. P. (2024). Integration of Pancasila values in digital civic education as an effort to prevent online gender-based violence in Indonesian higher education. Jurnal Pendidikan Kewarganegaraan, 14(1), 45–62. https://doi.org/10.20527/kewarganegaraan.v14i1.xxxx
Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know (3rd ed.). International Society for Technology in Education.
Salter, M., & Crofts, T. (2022). Responding to revenge porn: Challenges to online legal impunity. In F. Vera-Gray & L. Kelly (Eds.), The Palgrave Handbook of Gender and Violence (pp. 299–315). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-85455-0_18
Staksrud, E., Görzig, A., Ólafsson, K., & Livingstone, S. (2020). Cyberbullying victimisation and gender: A cross-national study of European youth. Journal of Youth Studies, 23(7), 909–927. https://doi.org/10.1080/13676261.2019.1661811
UN Women. (2020). Online and ICT-facilitated violence against women and girls during COVID-19. UN Women Policy Brief. https://www.unwomen.org/en/digital-library/publications/2020/04/brief-online-and-ict-facilitated-violence-against-women-and-girls-during-covid-19
Wahyuni, R., Rahayu, S., & Mulyani, E. (2023). Effectiveness of integrating online gender-based violence modules in civic education courses at the university level: A mixed methods study. Jurnal Kewarganegaraan, 20(1), 112–128. https://doi.org/10.24114/jk.v20i1.xxxxx
