As the Covid-19 pandemic intensified the digitisation of everyday lives and violent behaviours on many mainstream platforms, online violence against women raised renewed concerns. Across the literature, there has been an emphasis on survivors’ experiences and actions to cope with technology-facilitated abuse. Still, little is known about how people perceive the nature, the prevalence, and the impacts of harmful online behaviours and the appropriate social and institutional responses to tackle them. This article aims to help fill this gap. It presents a qualitative study on stakeholders’ perceptions conducted under the frame of a broader project which addresses the prevalence, nature and impact of online violence against women during the Covid-19 pandemic. Empirically, it draws on semi-structured interviews with Portuguese activists, police and law enforcement agents and different public and private service sector providers to explore perspectives on preventing, policing and coping with online violence. The findings expose several socio-technical challenges that prevent effective protection measures for victims and punitive consequences for perpetrators. They also suggest tensions in negotiating digital technology’s role in social support and legal procedures.
This research explores students’ digital competences level in three major universities from Belgium and Romania, based on a combination of seven core skills: communication and collaboration skills, creativity skills, critical thinking skills, information skills, problem-solving skills and technological skills. We applied a quantitative design based on an online survey, applied during March 2021–May 2022 using Confirmatory Factor Analysis. The study focuses on examining the qualifications and implementation of students’ digital abilities in Romania and Belgium, looking for similarities and differences. The results indicate that students from Belgium have higher average scores for communication and collaboration, information, and problem-solving digital skills than the other skills, while, in the case of students from Romania, creativity and technological skills have the highest average scores compared to the other digital skills. In addition, significant differences between countries regarding the average scores of critical thinking digital skills were not found. Although having a basic understanding of digital competences is advised, improved policies are required to promote the development of these skills as the skill sets needed for information and communication technology employees are more demanding.
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