Cyberviolence Against Teachers: An Analysis of the Ecuadorian and South American Legal Framework

Abstract

Cyber-violence against teachers is a growing problem in Ecuador and South America, impacting their emotional health, professional performance, as well as the school environment. Digitalization has amplified virtual aggressions, including threats, defamation and harassment, chronic stress, anxiety and even post-traumatic stress disorder. Uncertainty and fear affect educational quality and teacher commitment, leading to absenteeism and abandonment of the profession. The Ecuadorian legal framework addresses digital violence through the Comprehensive Organic Criminal Code (COIP) and the Organic Law on Personal Data Protection but lacks specific regulations for the protection of teachers. Meanwhile, Argentina, Chile and Colombia have developed more specific laws against cyberbullying. Cases reported in Ecuadorian media indicate that cyberbullying of teachers has evolved into more organized forms, with extortion and threats that force them to modify digital grades or request transfers. The lack of infrastructure and adequate policies aggravates the impunity of these crimes. It is crucial to strengthen Ecuadorian legislation, implement prevention protocols, educate on the responsible use of technology and provide institutional support to teachers. Cyber-violence not only affects teachers but also compromises the quality of the education system. The adoption of comprehensive strategies will generate safe and respectful teaching environments, protect teachers and ensure quality educational processes.