Kenia Laz-Figueroa1
Fabricio Guevara-Viejó2
Juan Diego Valenzuela-Cobos2
Brizeida Raquel Hernández-Sánchez3
José Carlos Sánchez-García3*- 1Universidad Técnica de Babahoyo, Babahoyo, Ecuador
- 2Centro de Estudios Estadísticos, Universidad Estatal de Milagro (UNEMI), Milagro, Ecuador
- 3National Research System (SNI), Universidad de Salamanca, Salamanca, Spain
Gender-based violence in Ecuador’s higher education institutions (HEIs) is a structural and widespread problem, rooted in patriarchal sociocultural norms. It mainly affects women and gender-based groups, manifesting itself as sexual harassment, psychological violence, and discrimination. The objective of this research is to synthesize the existing literature on the causes, manifestations, and institutional responses to gender-based violence in Ecuadorian HEIs, in order to categorize the types of violence, evaluate protocols, and propose actions based on international best practices. The methodology developed was a systematic review of qualitative literature in databases such as Scopus and SciELO (2019–2025), using keywords related to gender-based violence in universities. Of the 234 initial articles, 23 were selected that met criteria of relevance and methodological rigor. The analysis focused on categorizing types of violence, risk factors, and institutional responses. The studies reveal that gender-based violence in HEIs is frequent but underreported due to cultural normalization and mistrust of protocols. Sexual harassment and psychological violence stand out, with victims mainly being women and LGBTIQ+ people. Although regulations exist, their implementation is poor, with a lack of dissemination and training. The research concludes that eradicating gender-based violence in HEIs requires comprehensive policies, gender-sensitive education, and accessible reporting mechanisms. Sustained institutional commitment and active participation by the university community are essential to transform patriarchal structures and ensure safe and inclusive environments.
1 Introduction
Gender-based violence in higher education institutions (HEIs) is a widespread global phenomenon that persists as a structural issue, particularly affecting women and gender-diverse groups (Saeteros Hernández et al., 2023). According to Maldonado Montoya et al., 2024, 30% of female university students worldwide have suffered sexual harassment or violence in academic settings, reflecting normalized patterns of inequality and discrimination. In Latin America, this problem is exacerbated by macho sociocultural contexts and the lack of effective institutional policies, as evidenced by studies in countries such as Colombia and Peru.
In Ecuador, the magnitude and institutionalization of the problem warrant a specific and in-depth analysis. According to the National Institute of Statistics and Census (2019), six out of ten women have suffered some form of gender-based violence, the most common being psychological. Every 3 days there is a new victim of femicide in the country, and 34% of these victims were in a relationship with the perpetrator. In addition, 43% of women have suffered violence from their partner throughout their lives; 40.8% correspond to cases of psychological violence and 25% to physical violence. Overall, 42.8% of cases of gender-based violence are perpetrated by the victim’s partner or ex-partner.
Faced with this reality, the Ecuadorian government has developed regulatory instruments and public policies to address the problem in the educational sphere. In 2018, the Protocol for Prevention and Action in Cases of Harassment, Discrimination, and Violence Based on Gender and Sexual Orientation in Higher Education Institutions (RPC-SO-20 -No. 301-2018) was approved, with the aim of establishing procedures for prevention, reporting, punishment, and follow-up in all higher education institutions (Escuela Politécnica Nacional, 2018). Recently, the National Plan for the Eradication of Violence in the Educational Context (PNEVCE), in force from January 2025 to 2030, with explicit objectives of prevention, protection, and restitution of students’ rights in the face of violence and discrimination in educational spaces (Ministerio de Educación, Deporte y Cultura, 2025). Likewise, the guidelines of the National Council for Gender Equality (CNIG) and the Central University of Ecuador provide a national regulatory framework for HEIs to develop institutional protocols against sexual harassment and gender-based violence (Consejo Nacional para la Igualdad de Género, 2016).
Even with these policies in place, empirical data shows that the problem is serious and persistent. A joint assessment of six universities presented in 2025 indicates that 32% of female university students have suffered gender-based violence, and six out of ten students believe that their institutions are not safe spaces. In addition, a significant proportion of students believe that cases go unpunished or that universities prioritize their institutional image over caring for victims (Infobae, 2025). Similarly, a study conducted by Vélez Verdugo (2023) indicates that one in three female students was assaulted by other members of the university community, an average of ten times in the last year. Nineteen point 3 % of professors and administrative staff report having been assaulted by their partners or other members of the university community. This study shows that gender-based violence has become a normalized practice within universities, which, due to their institutional mission, have a great responsibility and high potential to transform society.
These data show that Ecuador not only faces a structural problem, but has also developed a relevant regulatory and policy framework, albeit with gaps in its practical implementation and in the university community’s perception of its effectiveness. Consequently, choosing Ecuador as the context for analysis allows us to understand the phenomenon from a specific sociopolitical perspective, evaluate the effectiveness of existing instruments, and provide useful evidence for the design and strengthening of institutional policies.
This research is based on a social contribution because it helps to highlight a problem that affects human rights and security within educational institutions. Academically, it organizes and compiles information that was previously scattered, allowing us to identify what has not yet been researched in the local context. Politically, it provides useful information for improving public policies and protocols within universities.
Unlike previous research, such as that of Betún Panchi, 2021, which focused on the pandemic, this study covers a longer period (2019–2024), providing a comprehensive and comparative overview of qualitative and quantitative studies on the subject.
Thus, the objective of this research is to conduct a systematic review of the literature in order to synthesize existing evidence on the causes, manifestations, and institutional responses to gender-based violence in Ecuadorian HEIs. This includes: (1) categorizing the types of violence (physical, psychological, sexual); (2) evaluating the effectiveness of existing protocols and their alignment with current national regulations; (3) proposing lines of action based on international best practices adaptable to the Ecuadorian context.
2 Theoretical framework
2.1 Gender-based violence
Gender-based violence is a social phenomenon that manifests itself through physical, psychological, sexual, or economic acts directed against a person based on their gender, mainly affecting women and girls (Varela Guinot, 2020). This type of violence is rooted in structural inequalities and social norms that perpetuate discrimination and unequal power between genders. The consequences include damage to physical and mental health, limitations on personal development, and even death, making it a serious public health and human rights issue.
From a legal perspective, gender-based violence is recognized as a violation of human rights in international instruments such as the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) and the Belém do Pará Convention. Several countries have incorporated these principles into their national legislation, making progress in criminalizing and punishing acts of violence and discrimination against women, although significant challenges remain in effective implementation and access to justice for victims (Carrillo Trujillo et al., 2022; CEPAL, 2025; ONU Mujeres, 2025).
In addition, cultural, religious, and normative factors continue to influence the normalization of these behaviors, making their total eradication difficult.
According to Cazares-Palacios et al. (2022), addressing gender-based violence requires multidisciplinary strategies that include education, awareness-raising, public policies, and access to protection and support services. Interventions should focus on transforming the sociocultural patterns that reproduce inequality and empowering victims to break the cycles of violence. These patterns manifest themselves through social norms that naturalize female subordination, hegemonic masculinity, tolerance of violence, and the unequal distribution of power in the family, workplace, and educational settings.
Similarly, Humphreys and Towl (2023) argue that gender-based violence in educational and social settings arises from the intersection of sexism, structural discrimination, and other forms of exclusion based on class, ethnicity, or sexual orientation. Therefore, transforming these patterns involves questioning the cultural constructs that legitimize male domination and promoting relational models based on equity, respect, and shared responsibility.
2.2 Types of gender-based violence
Gender-based violence manifests itself in various ways, with physical violence being one of the most visible. This includes acts such as hitting, pushing, injuring, or any action that causes bodily harm. According to PAHO/WHO, intimate partner violence, which often involves physical assault, is the most common form of violence against women, even leading to death in some cases (Quintero Ramírez, 2019).
Another form is psychological violence, which can be as harmful as physical violence. This includes humiliation, threats, excessive control, social isolation, and emotional manipulation. This type of violence can have profound consequences on the mental health of victims, such as depression, anxiety, or post-traumatic disorders (Candiotti Paredes et al., 2022). Sexual violence is another serious type, which includes rape, sexual harassment, forced prostitution, and other non-consensual acts. Sepúlveda-Gotterbarm et al. (2023), define sexual violence as any act directed against a person’s sexuality through coercion, regardless of the relationship with the perpetrator. This type of violence is especially prevalent in contexts of conflict or displacement.
Economic violence is less visible but equally destructive, including actions such as controlling economic resources, preventing access to work, or denying basic sustenance. This form of violence limits women’s autonomy, hindering their ability to escape abusive relationships (Guambo Llerena et al., 2025). Institutional violence occurs when institutions fail to adequately protect victims or perpetuate discrimination. This can include lack of access to justice, revictimization, or denial of services.
2.3 Gender-based violence in HEIs
Gender-based violence in higher education institutions (HEIs) is a problem that directly affects the right to a safe education free from discrimination. This type of violence manifests itself through behaviors and attitudes that reproduce structural inequalities between men and women, as well as toward people of diverse identities. It includes sexual harassment, bullying, discrimination, physical or psychological aggression, and behaviors that undermine the dignity of victims. These situations can occur among students as well as among administrative and teaching staff, creating a hostile environment that limits academic and personal development (Contreras Ramírez, 2020).
The causes of gender-based violence in HEIs are related to cultural, social, and institutional factors. The persistence of sexist stereotypes, the normalization of discriminatory behaviors, and the lack of clear prevention and punishment policies are some of the elements that perpetuate this problem. In addition, the position of power that certain staff members may have over students increases the vulnerability of victims (Serú and Anzorena, 2022).
The consequences of gender-based violence in universities are profound and multidimensional. Victims may experience anxiety, depression, poor academic performance, and dropout rates. This problem also damages the institutional climate, affecting trust in authorities and the image of the institution. At the social level, gender inequality is perpetuated by hindering equitable access to education and limiting development opportunities for women and people of diverse identities (Posso Quiceno, 2022).
To address gender-based violence in HEIs, institutions need to implement clear prevention, response, and punishment policies. This includes accessible and confidential reporting protocols, awareness campaigns, staff training, and the promotion of a culture of equality. Gender-sensitive education is key to denaturalizing violent behavior and fostering mutual respect in academic spaces (Carrillo Trujillo et al., 2022).
Institutional commitment must be accompanied by the active participation of the entire university community. Students, teachers, and authorities must work together to eradicate all forms of gender-based violence, promoting inclusive and safe environments. The creation of support networks, gender observatories, and collaboration with specialized agencies can strengthen prevention strategies (Dominguez-Alonso et al., 2019).
2.4 Beliefs and attitudes that perpetuate violence
Beliefs and attitudes that perpetuate violence are deeply rooted in cultural, social, and family norms that normalize aggressive, sexist, or authoritarian behavior. Many of these beliefs are transmitted from an early age and reproduced in different settings, such as the home, school, the media, and institutions (Trujillo Cristoffanini and Pastor-Gosálbez, 2021).
Gender stereotypes play a role in the reproduction of violence. Men are expected to be strong, authoritarian, and aggressive, while women are assigned the role of being submissive, passive, and responsible for caregiving. These expectations limit the freedom of both genders, but they especially oppress women by denying them autonomy and a voice. When a person challenges these norms, they are often rejected, abused, or made invisible, which reinforces social control over individual bodies and decisions (Pacheco Jiménez, 2020).
To break with these beliefs and attitudes, it is necessary to promote education based on equality, respect, and empathy from an early age. It is also key to make visible and question the subtle forms of violence that are often considered normal. Cultural change requires the commitment of the whole of society: families, institutions, the media, and especially educational spaces must take an active role in transforming these ideas that sustain violence. Only then can we move toward a more just and aggression-free coexistence.
2.5 Education in HEIs with a gender perspective
Education in higher education institutions (HEIs) with a gender perspective seeks to integrate a critical approach that questions structural inequalities between men, women, and diverse groups and promotes equity at all levels of academic work. This perspective is not limited to curricular content, but also involves reviewing pedagogical practices, institutional organization, and university culture (Echeverría, 2024).
Incorporating a gender perspective into higher education means recognizing that inequalities are not natural or inevitable, but rather the result of social and historical constructs (Carreño Bolívar, 2020). It is therefore essential that academic programs include content on gender theory, feminist studies, and diversity, as well as a critical review of traditional knowledge from a more equitable perspective. This curricular transformation contributes to training professionals who are more aware, empathetic, and committed to social justice.
Teaching with a gender perspective involves modifying teaching-learning methodologies to avoid discriminatory or sexist practices (Carvajal-Morales et al., 2024). This includes promoting equitable student participation, valuing the voices of women and diverse groups, and eradicating exclusionary language in the classroom (Amorós-Pons et al., 2022). The role of teaching staff is key, as they must act as agents of change who model egalitarian relationships and encourage critical reflection on gender roles.
An HEI committed to gender equity must have institutional policies that support these efforts. This involves establishing regulations against gender-based violence, promoting parity in decision-making positions, ensuring equal access to academic and professional opportunities, and guaranteeing safe spaces for the entire university community. Mainstreaming the gender approach requires clear and sustained institutional will.
3 Methodology
Bibliometric analysis is a research tool used to assess the current state of research in a specific discipline, identify emerging topics, and suggest possible future lines of research (Sordan et al., 2020). This study was developed following the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) (Page et al., 2021), with the aim of ensuring transparency, reproducibility, and rigor in all phases of the process. The methodological approach adopted was exploratory and descriptive qualitative, aimed at analyzing scientific production on gender violence in Higher Education Institutions (HEIs) in Ecuador. The procedure was structured in five main phases: (1) Identification and selection of databases; (2) Definition of inclusion and exclusion criteria; (3) Design and application of the search strategy; (4) Quality assessment and information extraction; and (5) Critical synthesis and thematic categorization. The analysis sought to identify patterns, manifestations, and institutional responses related to gender-based violence, as well as gaps in recent Ecuadorian literature.
3.1 Database identification and selection
The information was collected from the Scopus, SciELO, and Google Scholar databases, selected for their recognition in the scientific field and for guaranteeing access to peer-reviewed literature. The procedure can be viewed in the study selection flowchart (Figure 1).
Figure 1. Flowchart of the study selection process according to the PRISMA methodology. Source: Author.
3.2 Inclusion and exclusion criteria
The study selection process was rigorous, with a detailed set of inclusion and exclusion criteria implemented (Table 1) to ensure both the relevance and high quality standard of the selected studies.
Table 1. Evaluation criteria.
La Figura shows the PRISMA flow of identification, screening, eligibility, and inclusion of articles.
From an initial total of 234 records, after applying filters and removing duplicates, a final corpus of 23 articles was selected for qualitative analysis.
3.3 Search strategy
The search was conducted using Boolean combinations of terms in Spanish and English:
(“violence” OR “sexual violence” OR “gender-based violence”) AND (‘universities’ OR “higher education institutions” OR “higher education”) AND (“Ecuador”)
The process was applied to each database between January and July 2025. The results were exported to a spreadsheet for classification, elimination of duplicates, and further analysis.
3.4 Evaluation of methodological rigor and data analysis
The following evaluation criteria were used to determine the quality and methodological rigor of the articles:
• Methodological clarity: description of the design, sample, instruments, and data analysis.
• Validity and reliability: use of recognized techniques or validation of instruments.
• Thematic relevance: direct relationship to gender-based violence in university contexts.
• Empirical or theoretical contribution: verifiable evidence or conceptual contribution.
Each study was analyzed using thematic content analysis, classifying the findings around the following axes: types of violence identified, risk factors, institutional responses, impact on victims, and proposals for prevention and care.
3.5 Limitations
Among the main limitations identified was the scarcity of studies focused exclusively on Ecuador, which made it necessary to incorporate regional literature with similar sociocultural contexts (Torres-Ordoñez et al., 2024). Likewise, there was a greater weight of research carried out in public universities, with less representation from private institutions. These gaps highlight the need for broader and more specific studies in future research.
Finally, this study was conducted in accordance with ethical research standards, respecting the integrity of sources and avoiding biased reinterpretation of data. Its main contribution lies in offering a critical synthesis that can serve as input for the design of university policies and prevention campaigns, as well as providing a basis for future meta-analyses on gender violence in Ecuadorian HEIs.
4 Results
4.1 Características de los estudios seleccionados
To contextualize the findings, a study matrix was developed that compiles key information from each article, including authors, year, objective, results, and conclusions (Table 2). This table allows us to identify the main methodological characteristics of research on gender-based violence in higher education institutions (HEIs), thematic trends, and the most frequent recommendations.
Table 2. Characteristics of the studies considered in the systematic review.
Table 2 shows that gender-based violence in universities is a structural and persistent problem, according to the studies compiled in Table 2. Research such as that by Barreto (2017) and Chapa Romero et al. (2022) highlights that this phenomenon manifests itself in various forms, including sexual harassment, psychological violence, and discrimination, mainly affecting women and people of diverse sexual orientations. These acts tend to be normalized due to a patriarchal institutional culture that minimizes their severity and perpetuates inequalities. In addition, victims face barriers to reporting, such as fear of reprisals or lack of confidence in institutional mechanisms.
Research findings reveal that, although there have been regulatory advances, such as gender protocols and policies, their implementation is often insufficient or uneven. For example, Benítez-Luzuriaga et al. (2024) point out that, in Ecuador, despite a robust legal framework, there is still a low level of awareness among students about their rights and the resources available to them. Similarly, Varela Guinot (2020) shows that in Mexico many protocols lack accessibility or specialization, which leads to revictimization. These findings underscore the need to strengthen the dissemination and effective application of regulations, as well as the training of university staff.
Students’ perceptions play a crucial role in understanding the problem. Studies such as those by Verdú-Delgado and Guarderas-Albuja (2024) show that sexual harassment in Ecuadorian universities is perceived as less frequent than in other public spaces, reflecting a worrying normalization. Similarly, research by Brito Rodríguez et al. (2021) in Chile highlights that female university students see femicide as a close risk, linked to macho structures. These perceptions reveal the urgency of implementing awareness campaigns that challenge gender stereotypes and promote a culture of reporting and support.
Institutional responses are another critical issue. Several studies, such as that by Ponce Alencastro et al. (2022), indicate that although students perceive academic environments to be egalitarian, contradictions persist in the inclusion of gender content in educational plans. Furthermore, Blanco and Spataro (2019) highlight that initiatives such as protocols or inclusive bathrooms at the University of Buenos Aires are valued, but their impact is limited by a lack of dissemination and coordination. These results emphasize the importance of comprehensive policies that combat not only the visible manifestations of violence, but also its cultural and institutional foundations.
The research also highlights the need for intersectional approaches. Gómez Mieles and Román Cao (2019) analyze how violence in public spaces disproportionately affects women in Ecuador, exacerbated by factors such as social class and ethnicity. Similarly, studies on cyberbullying Vélez Verdugo (2023) emphasize that digital technologies have amplified forms of violence, requiring updated legal frameworks. These findings suggest that prevention strategies must consider the multiple dimensions of inequality in order to be effective.
Studies agree that eradicating gender-based violence in universities requires genuine institutional commitment, combining clear regulations, human rights education, and cultural transformation. As Mendieta (2022) and Corona Reyes (2022) point out, it is essential to mainstream the gender approach at all academic levels and ensure comprehensive redress mechanisms for victims. Only through coordinated and sustained action can safe, equitable, and violence-free university environments be built.
4.2 Analysis of thematic trends
Qualitative analyses were conducted to identify the central themes of the research.
4.2.1 Word cloud
Figure 2 shows a word cloud generated from the analysis of key terms related to the topic “Gender violence in higher education institutions in Ecuador.” In this type of visual representation, the size of each word indicates the frequency or relevance with which it appears in the analyzed texts. In this case, the terms “violence,” “gender,” “sexual,” “university,” “education,” and “women” stand out significantly, which shows that the problem mainly revolves around sexual and gender violence suffered by women in the university environment.
Figure 2. Visualization of the network of keywords on gender-based violence in higher education institutions in Ecuador. Created in ATLAS.ti.
Other relevant concepts can also be observed, such as “harassment,” “students,” “institutions,” “rights,” and “discrimination,” which allow us to recognize the different types of violence that occur in these spaces, as well as the actors involved (victims, students, university staff) and the institutional dimensions that affect the problem. Terms such as “prevention,” “policies,” and “complaints” also appear, reflecting the expected or necessary responses from HEIs to address the phenomenon in a comprehensive manner.
The presence of words such as “equator,” “superior,” “universities,” and “institutional” reinforces the geographical and educational framework of the research. This word cloud not only helps to visualize the most frequently addressed thematic areas in the literature, but also allows us to infer the persistence of gender stereotypes, the normalization of violent practices, and the urgency of gender-focused policies in the country’s HEIs. Taken together, the image synthesizes the most relevant axes for analyzing and understanding the phenomenon.
4.2.2 Conceptual tree
Keyword analysis is a fundamental tool for highlighting research trends as it not only makes it easier for search engines and readers to locate manuscripts thereby increasing their impact and citation but also allows gaps in academic discussion and emerging areas of interest to be identified (Baiyegunhi et al., 2022). In this study a Word TreeMap was used with the 21 most frequent keywords in the corpus (Figure 3) which allowed us to observe the central themes related to gender-based violence in higher education institutions in Ecuador The most frequently recurring terms, such as “violence” (2037 mentions), ‘gender’ (1709), and “woman” (1136), highlight the centrality of the focus on violence against women in university contexts, directly associated with their gender identity. Likewise, words such as “university” (686), “education” (485), ‘student’ (440), and “institution” (354) highlight the relevance of the academic space as a setting where different forms of violence are manifested, concealed, or reproduced. Other concepts, such as “harass” (447) and “discrimination” (180), point to the predominance of situations of sexual harassment, symbolic violence, and exclusion, with female students being particularly affected.
Figure 3. Conceptual tree of the main issues associated with gender-based violence in Ecuadorian higher education. Created in ATLAS.ti.
Finally, the presence of terms such as “right” (331), “equality” (201), “prevention” (216), ‘victim’ (260), and “reporting” (176) reflects the normative and social dimension of the problem, highlighting the urgency of institutional prevention policies, effective reporting protocols, gender training, and the creation of violence-free educational environments.
5 Discussion and implications
The systematic review confirms that gender-based violence in higher education institutions (HEIs) is a structural, normalized, and persistent phenomenon, consistent with global and regional reports (Maldonado Montoya et al., 2024; Vélez Verdugo, 2023). In Ecuador, data show that this type of violence occurs in both personal and institutional settings, reflecting the intertwining of cultural, social, and academic factors. The recurrence of psychological violence and sexual harassment within universities is consistent with regional trends, particularly in countries such as Colombia and Peru, where educational settings are recognized as venues for the reproduction of gender inequalities.
The results suggest that, despite regulatory advances in equality and non-discrimination, serious limitations persist in the implementation of policies and protocols within Ecuadorian HEIs. Mistrust of institutional mechanisms, slow complaint processes, and the absence of effective sanctions reproduce impunity and revictimize women. This conclusion is consistent with that of Cazares-Palacios et al. (2022), who highlight the importance of a multidisciplinary approach that combines prevention, care, and cultural transformation.
A distinctive feature of this research is its time frame (2019–2025), which allows for comparison with previous studies limited to the Betún Panchi pandemic period (Betún Panchi, 2021) and offers a more comprehensive view. This analysis highlights the prevalence of qualitative and descriptive methodologies, which has helped to make the voices of victims more visible, although significant gaps still exist in longitudinal and comparative studies between public and private higher education institutions. Likewise, the analysis of keywords showed the centrality of concepts such as violence, gender, and women, reflecting a field of research that is still focused on female experiences, but with little depth in other sex-gender diversities.
5.1 Toward the eradication of gender-based violence in HEIs: implications for policy, practice, and research
Gender-based violence in HEIs is a structural problem that affects the safety, dignity, and academic development of women and sexual minorities. Although universities and educational centers are spaces for knowledge and progress, they also reproduce dynamics of discrimination, harassment, and abuse (Varela Guinot, 2019).
5.1.1 Implications for policy
• Implement comprehensive institutional policies that include prevention, psychological and legal support, and effective sanctions against perpetrators.
• Establish clear, accessible, and confidential protocols, guaranteeing immediate protection measures and exemplary sanctions (Trujillo Cristoffanini, 2024).
• Incorporate gender perspectives into university governance and promote parity in leadership positions to transform power structures that perpetuate inequality (Ugarte Fidalgo and López González, 2022).
5.1.2 Implications for practice
• Develop gender awareness and training programs for the entire university community, promoting nonviolent masculinities and denaturalizing violence.
• Create safe spaces and support networks so that victims can report incidents without fear of reprisals.
• Review curricula and incorporate gender and diversity approaches, fostering an inclusive and equitable institutional culture.
5.1.3 Implications for research
• Evaluate the effectiveness of existing policies and protocols in the prevention and response to gender-based violence.
• Analyze how educational and cultural interventions impact the transformation of sociocultural patterns that perpetuate violence.
• Generate evidence on best practices in different academic contexts to guide institutional decisions, public policies, and future applied research.
6 Conclusion
Gender-based violence in Ecuador’s higher education institutions is a structural problem that mainly affects female students, teachers, and administrative staff, and is sustained by patterns of inequality and discrimination that are still prevalent. The most common forms of violence in the university environment were identified as psychological and sexual, followed by discrimination and physical violence, which is consistent with national and regional statistics. Furthermore, existing institutional protocols are insufficient, both because of their limited application and because of the processes of revictimization and impunity for perpetrators, which generate mistrust and discourage formal reporting. This overview reveals that the role of universities is fundamental not only as spaces for academic training, but also as agents of social transformation. However, the absence of effective policies contributes to the reproduction of violent dynamics, while the implementation of comprehensive strategies could contribute significantly to their eradication. Similarly, there are gaps in the local scientific literature, especially with regard to comparative studies between public and private universities, longitudinal research, and analysis of violence against sexual and gender diversity. In this sense, mainstreaming the gender perspective in higher education is presented as a key axis that involves curricular reforms, teacher training, effective prevention and care protocols, as well as the creation of more inclusive and equitable institutional environments. In short, this research offers a critical and systematic view of the current state of gender violence in the Ecuadorian university context, whose findings are relevant at the social, academic, and political levels, as they highlight a problem that affects fundamental rights, organize a body of scattered knowledge, and provide input for the formulation of public and university policies. Finally, it is recommended that future research be oriented toward the design of evidence-based prevention models, the evaluation of existing protocols, and the incorporation of intersectional approaches that allow for a broader understanding of this complex phenomenon.
Author contributions
KL-F: Formal analysis, Project administration, Writing – review & editing, Investigation, Methodology, Visualization. FG-V: Formal analysis, Software, Writing – review & editing, Data curation, Supervision. JV-C: Formal analysis, Project administration, Software, Writing – review & editing. BH-S: Investigation, Project administration, Resources, Supervision, Validation, Writing – original draft. JS-G: Conceptualization, Methodology, Supervision, Validation, Writing – review & editing.
Funding
The author(s) declare that no financial support was received for the research and/or publication of this article.
Acknowledgments
The authors are grateful to the Universidad Estatal de Milagro (UNEMI).
Conflict of interest
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
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Keywords: gender-based violence, higher education, sexual harassment, institutional policies, patriarchal culture
Citation: Laz-Figueroa K, Guevara-Viejó F, Valenzuela-Cobos JD, Hernández-Sánchez BR and Sánchez-García JC (2026) Gender-based violence in higher education institutions in Ecuador: a systematic literature review. Front. Educ. 10:1702277. doi: 10.3389/feduc.2025.1702277
Edited by:
Rolando Salazar Hernandez, Universidad Autónoma de Tamaulipas, MexicoReviewed by:
Kikooma Julius, Makerere University, UgandaDennis Arias-Chávez, Universidad Continental - Arequipa, Peru
Copyright © 2026 Laz-Figueroa, Guevara-Viejó, Valenzuela-Cobos, Hernández-Sánchez and Sánchez-García. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: José Carlos Sánchez-García, anNhbmNoZXpAdXNhbC5lcw==