Gender-based violence remains a persistent challenge in higher education institutions, requiring innovative pedagogical approaches that go beyond normative protocols and informational campaigns. In recent years, digital media—particularly podcasting—has emerged as a participatory and accessible format for education, activism, and community engagement. During the COVID-19 pandemic, podcasting experienced significant growth as a tool for non-formal education and feminist communication, yet empirical studies examining its pedagogical impact within local university contexts remain limited. This research was conducted to address this gap by analyzing the use of podcast production as a strategy for gender violence prevention and critical education in a teacher-training university in Mexico City. This article examines the motivations, academic profiles, and participation experiences of individuals involved in a gender-focused podcast scriptwriting rally designed as a formative and intervention-oriented initiative. The study follows a descriptive mixed-methods approach, based on the analysis of a registration form combining closed-ended and open-ended questions. The sample consisted of 22 participants with diverse age ranges and academic backgrounds, primarily in education, pedagogy, educational psychology, social sciences, and gender studies. The findings indicate that participants primarily conceptualize podcasting as an educational, communicative, and social intervention tool, capable of fostering gender awareness, collaborative work, and the development of critical communication skills. Notable differences were identified in participants’ motivations according to age group and academic training, revealing distinct pedagogical and political orientations toward podcast production. Overall, the study highlights the potential of podcasting as a situated pedagogical device that aligns with feminist pedagogies and supports the promotion of gender equity and social justice in educational contexts. This research contributes empirical evidence to an emerging field and offers a documented case study from Mexico grounded in recent academic literature and methodological rigor.
| Published in | Science Discovery Psychology (Volume 1, Issue 1) |
| DOI | 10.11648/j.sdps.20260101.13 |
| Page(s) | 29-44 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2026. Published by Science Publishing Group |
Gender, Podcast, Prevention, Gender-based Violence, Higher Education
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APA Style
Cardenas, G. A. A. (2026). The Podcast as a Tool for the Prevention of Gender-based Violence in the University Community. Science Discovery Psychology, 1(1), 29-44. https://doi.org/10.11648/j.sdps.20260101.13
ACS Style
Cardenas, G. A. A. The Podcast as a Tool for the Prevention of Gender-based Violence in the University Community. Sci. Discov. Psychol. 2026, 1(1), 29-44. doi: 10.11648/j.sdps.20260101.13
AMA Style
Cardenas GAA. The Podcast as a Tool for the Prevention of Gender-based Violence in the University Community. Sci Discov Psychol. 2026;1(1):29-44. doi: 10.11648/j.sdps.20260101.13
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Download@article{10.11648/j.sdps.20260101.13,
author = {Grecia Alejandrina Alvaro Cardenas},
title = {The Podcast as a Tool for the Prevention of Gender-based Violence in the University Community},
journal = {Science Discovery Psychology},
volume = {1},
number = {1},
pages = {29-44},
doi = {10.11648/j.sdps.20260101.13},
url = {https://doi.org/10.11648/j.sdps.20260101.13},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sdps.20260101.13},
abstract = {Gender-based violence remains a persistent challenge in higher education institutions, requiring innovative pedagogical approaches that go beyond normative protocols and informational campaigns. In recent years, digital media—particularly podcasting—has emerged as a participatory and accessible format for education, activism, and community engagement. During the COVID-19 pandemic, podcasting experienced significant growth as a tool for non-formal education and feminist communication, yet empirical studies examining its pedagogical impact within local university contexts remain limited. This research was conducted to address this gap by analyzing the use of podcast production as a strategy for gender violence prevention and critical education in a teacher-training university in Mexico City. This article examines the motivations, academic profiles, and participation experiences of individuals involved in a gender-focused podcast scriptwriting rally designed as a formative and intervention-oriented initiative. The study follows a descriptive mixed-methods approach, based on the analysis of a registration form combining closed-ended and open-ended questions. The sample consisted of 22 participants with diverse age ranges and academic backgrounds, primarily in education, pedagogy, educational psychology, social sciences, and gender studies. The findings indicate that participants primarily conceptualize podcasting as an educational, communicative, and social intervention tool, capable of fostering gender awareness, collaborative work, and the development of critical communication skills. Notable differences were identified in participants’ motivations according to age group and academic training, revealing distinct pedagogical and political orientations toward podcast production. Overall, the study highlights the potential of podcasting as a situated pedagogical device that aligns with feminist pedagogies and supports the promotion of gender equity and social justice in educational contexts. This research contributes empirical evidence to an emerging field and offers a documented case study from Mexico grounded in recent academic literature and methodological rigor.},
year = {2026}
}
TY - JOUR T1 - The Podcast as a Tool for the Prevention of Gender-based Violence in the University Community AU - Grecia Alejandrina Alvaro Cardenas Y1 - 2026/03/04 PY - 2026 N1 - https://doi.org/10.11648/j.sdps.20260101.13 DO - 10.11648/j.sdps.20260101.13 T2 - Science Discovery Psychology JF - Science Discovery Psychology JO - Science Discovery Psychology SP - 29 EP - 44 PB - Science Publishing Group UR - https://doi.org/10.11648/j.sdps.20260101.13 AB - Gender-based violence remains a persistent challenge in higher education institutions, requiring innovative pedagogical approaches that go beyond normative protocols and informational campaigns. In recent years, digital media—particularly podcasting—has emerged as a participatory and accessible format for education, activism, and community engagement. During the COVID-19 pandemic, podcasting experienced significant growth as a tool for non-formal education and feminist communication, yet empirical studies examining its pedagogical impact within local university contexts remain limited. This research was conducted to address this gap by analyzing the use of podcast production as a strategy for gender violence prevention and critical education in a teacher-training university in Mexico City. This article examines the motivations, academic profiles, and participation experiences of individuals involved in a gender-focused podcast scriptwriting rally designed as a formative and intervention-oriented initiative. The study follows a descriptive mixed-methods approach, based on the analysis of a registration form combining closed-ended and open-ended questions. The sample consisted of 22 participants with diverse age ranges and academic backgrounds, primarily in education, pedagogy, educational psychology, social sciences, and gender studies. The findings indicate that participants primarily conceptualize podcasting as an educational, communicative, and social intervention tool, capable of fostering gender awareness, collaborative work, and the development of critical communication skills. Notable differences were identified in participants’ motivations according to age group and academic training, revealing distinct pedagogical and political orientations toward podcast production. Overall, the study highlights the potential of podcasting as a situated pedagogical device that aligns with feminist pedagogies and supports the promotion of gender equity and social justice in educational contexts. This research contributes empirical evidence to an emerging field and offers a documented case study from Mexico grounded in recent academic literature and methodological rigor. VL - 1 IS - 1 ER -
Diversity and Interculturality, National Pedagogical University, Mexico
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