In today’s digital world, the opportunities for teachers and teacher educators to engage in meaningful professional development have expanded significantly.
Our Regional TeachingEnglish communities of practice in Sub-Saharan Africa, with over 5,000 teachers and more than 1,000 teacher educators, reflect this vibrant engagement across online platforms. Yet alongside these benefits come real concerns around safety, privacy, and security.
In recognition of these challenges, the British Council English Connects team launched the Online Safety Awareness Challenge in June 2025, designed to strengthen digital safeguarding practices across our communities of practice.
The challenge began with a conversation led by the English Connects regional safeguarding focal point in Sub-Saharan Africa, who introduced the concept of online abuse and its many forms from cyberbullying and impersonation to data theft and scams. This dialogue helped participants reflect on their own vulnerabilities in digital spaces, as well as the professional standards required to navigate them safely.
What followed was a series of daily safety tips, grounded in the British Council Digital Safeguarding Community Standards, to promote simple yet effective practices: enabling two-step verification, safeguarding personal data, reporting inappropriate behaviour, and avoiding suspicious content. Participants were encouraged not only to implement these behaviours but also to reflect and share their own experiences.
Reflections from our community members
Dr Tesfaye Negash Bayou, a highly active teacher educator and member of our teacher’s community of practice shared a deeply personal account of losing access to his professional group due to not enabling two-step verification and forgetting his recovery credentials. This oversight resulted in his group being hijacked and misused, with significant consequences for both him and his community:
‘People used the group to share ads, offensive messages, and content that damaged the values we built together. I lost years of documents and connections.’
His advice is direct and practical: always enable two-step verification, avoid clicking on unknown links, and never share personal data publicly. Despite the setback, Dr Tesfaye has since created a new group to continue supporting teachers, reinforcing the power of resilience and community.
Antonio Clonhane, from our teacher educator’s community of practice highlighted the risks of not being fully aware of cybersecurity protocols:
'My account was hacked, and someone used my profile to impersonate me. It's vital we all follow the guidance shared in these safety campaigns.'
Akua Amaniampong echoed this concern while also celebrating the benefits of professional connection online. She spoke about how TeachingEnglish communities became a ‘family’ and opened doors for her and other teachers in Ghana. However, she also reported scams and phishing attempts, including fake messages claiming compromising content, followed by malicious links:
‘Some colleagues clicked on unverified links shared by trusted contacts—this is where we must all be vigilant. I now always report and block such contacts.’
Her recommendations were clear:
‘Enable two-step verification, report suspicious activity, and maintain professional boundaries online just as you would offline. This is how we protect each other.’
Akua also expressed the need for continued support, highlighting the importance of clearer guidance on safeguarding student privacy when using edtech, and practical tools to help set healthy digital boundaries with both learners and colleagues.
Meanwhile, Mr Ayodeji shared a sad story about being targeted by an elaborate recruitment scam. What began as a promising job offer for a teaching role in the UK turned into an expensive lesson. After paying fees and submitting sensitive documents, it became clear he had been misled.
‘The experience made me realise how easily a strong desire can cloud judgement. We must be careful and verify every opportunity.’
Empowering our teaching community through shared knowledge
The Online Safety Awareness Challenge was not just about adopting new behaviours. It was about building a culture of awareness, trust, and support. Teachers didn't just learn safety strategies; they put them into practice and encouraged others to do the same. In addition to raise awareness with teacher educators, the challenge also invited them to adapt these tips to the contexts of the teachers they train ensuring the message ripples through teacher training colleges. By equipping teachers and teacher educators with the knowledge and tools to stay safe, we protect not only individuals but entire learning communities.