“…People must be aware that, if platforms allow DGBV to happen there, they are co‐responsible for it (Faith, 2022; Little, 2022; Powell et al., 2020; Vergés Bosch & Gil‐Juarez, 2021); and on the other hand, DGBV is GBV and, as such, stems from a broader oppressive structure called heterocissexism (Biglia et al., 2022; Faith, 2022). As for GBV, it is important to avoid counterproductive effects such as victimization (Díaz Aguda, 2016; Verge et al., 2018; Vergés Bosch, 2019; Vergés Bosch & Gil‐Juarez, 2021): the goal of DGBV prevention must be the equal and democratic participation of women in the cyberspace, creating feminist and inclusive RICTs (Cuomo & Dolci, 2022; Merino & Reyes, 2022; Vergés Bosch et al., 2021). In terms of skills, it is important that students are able to detect and distinguish between different kinds of DGBV, but most importantly, they need to know how to act if they ever suffer from DGBV or how to help others who are suffering from it.…”