Prevalence and correlates of digital violence among female members of the faculty of medicine, Alexandria University

Abstract Background Digital violence has emerged as a significant extension of gender-based violence within academic contexts, where technological tools enable novel forms of harassment, surveillance, and online exploitation. Women in higher-education institutions particularly within medical faculties, face heightened vulnerability due to structural hierarchies, public digital visibility, and persistent gender inequities. Despite global recognition of this issue, evidence from low- and middle-income countries remains limited. Objective This study sought to determine the prevalence, correlates, and institutional determinants of digital violence among female members of the Faculty of Medicine, Alexandria University, while assessing their digital safety awareness, perceptions of cyber ethics, and barriers to reporting such incidents. Methods A cross-sectional descriptive study was conducted from April to June 2025 among 420 female participants, including undergraduate students, teaching assistants, and faculty staff members. A structured pretested self-administered questionnaire measured digital violence experience, digital safety awareness (DSA), cyber-ethics perception (CEP), reporting knowledge (RK), barriers (BTR), facilitators to reporting (FTR), help-seeking preferences, training needs and institutional climate. Data were analyzed using SPSS v26 through descriptive statistics, correlations, ANOVA, and multivariate logistic regression. Open-ended responses were thematically analyzed to complement quantitative findings. Results Overall, 40% of participants reported experiencing digital violence, primarily in the forms of online harassment (22.6%), hate speech (17.1%), and cyberstalking (14.8%). The most common consequences included psychological distress (66.7%) and impaired academic or work performance (42.3%). Higher DSA, CEP, RK, and FTR scores were associated with lower odds of digital violence, whereas greater perceived barriers (BTR) significantly increased risk (Adjusted OR = 1.60; p < 0.001). Being an undergraduate, single, or a heavy internet user (> 5 h/day) increased vulnerability, while prior digital-safety training was protective. Conclusion Digital violence poses a growing threat to female academics and students in medical education. Addressing it requires stronger institutional support systems, expanded digital-safety education, and the establishment of confidential, anonymous reporting mechanisms.