When competence reinforces blame: teachers’ interpretations of technology-facilitated gender-based violence in Taiwan

Technology-facilitated gender-based violence (TFGBV) has become a growing concern in educational contexts, yet limited research has examined how teachers interpret TFGBV-related situations. This study investigates teachers’ interpretive framings of TFGBV in Taiwan, focusing on three dimensions: abstinence-oriented normative evaluation of explicit self-imaging, deviance-based victim-blaming, and victim fault attribution in non-consensual image dissemination. Drawing on survey data from 603 elementary and secondary school teachers, the study examines how these interpretive framings are associated with teachers’ self-perceived competence in discussing TFGBV with students, perceived student competence, and TFGBV-related experiences. Descriptive findings indicate relatively high levels of abstinence-oriented evaluation, moderate levels of deviance-based victim-blaming, and lower levels of victim fault attribution. Regression analyses reveal two counterintuitive patterns: higher self-perceived competence in discussing TFGBV with students was associated with stronger normative and blame-oriented interpretations, while higher perceived student competence was also associated with victim-blaming interpretations. The findings suggest that teachers’ interpretations may be informed by risk-based prevention messages that emphasise self-protection and individual responsibility. The study highlights the need for teacher education to move beyond awareness-raising and individual risk management towards critical engagement with sexuality, responsibility, and the interpretive complexities surrounding TFGBV.