CONNECTED AND VULNERABLE: A COMPARATIVE STUDY ON SCHOOL CYBERBULLYING IN CHILE, ARGENTINA, AND SPAIN

Abstract

Cyberbullying is a concerning issue in the educational setting, as its proliferation is driven by various factors, including the use of digital technologies and power dynamics among educational actors. Although it is a phenomenon with global reach, few countries have developed specific legislation to address it effectively.

This study adopts a comparative approach to examine the presence of school cyberbullying in Chile, Argentina, and Spain, exploring how differences in educational policies, current legislation, and the development of media literacy competencies may influence its prevalence. The methodology includes both quantitative and qualitative analysis of data gathered from various sources, such as scientific articles, reports from international and governmental organizations, laws, databases, and official statistics.

The study’s findings reveal both convergences and divergences among the three countries. All have implemented educational programs and policies to address the phenomenon, but Spain is the only one that classifies school cyberbullying as a criminal offense. Argentina has one of the highest prevalence rates in Latin America, whereas Spain reports one of the lowest in the world. In both Argentina and Chile, adolescent girls are more frequently targeted than boys, which calls for a gender-sensitive approach to addressing the issue. The main difference lies in the development of media literacy competencies, with Spain standing out due to its positive trend and the strategic support of the European Community, which has facilitated the integration of these competencies into both the national school curriculum and teacher training programs.