Curricular guidelines to face virtual harassment From university social responsibility in Peru, Chile and Spain

Abstract

The investigation focused on gathering and analyzing data from the Faculty of Philosophy and Educational Sciences at the University of Valencia in Spain, the Faculty of Education at the University of Concepción in Chile, and the Faculty of Economic and Business Sciences at the University Ricardo Palma. The main goal was to scrutinize the curricular guidelines for university social responsibility and the virtual harassment phenomenon. The researchers conducted the study by designing ad hoc matrices and instruments, with virtual meetings facilitating the process. The adopted non-experimental methodology aimed to collect information for a quantitative comparative analysis. A non-probabilistic sample was chosen due to the challenges in identifying appropriate participants across the three university institutions. The descriptive comparative analysis served as the methodological core, with the analysis unit focusing on management, faculty, students, and the committees for university social responsibility. The deployment of questionnaires uncovered the perceptions within the university community. The findings enabled an evaluation of the curricular guidelines' effectiveness in addressing virtual harassment and promoting university social responsibility, suggesting enhancements and organizing academic activities to embed these themes into undergraduate curricula transversally.