The concept of "rape myths" emerged in the 1970s, from feminist and sociological theories (Schwendinger, Schwendinger, 1974; Brownmiller, 1975). The term was created to explain a set of cultural beliefs, rooted in sexual aggression against girls and women (Payne et al. 1999). The researcher, who developed one of the first diagnostic tools to study the phenomenon, defined rape myths as "prejudices, stereotypes or false beliefs about rape, rape victims or rapists" (Burt, 1980, p. 129). A similar definition, but broader, was proposed by Lonsway and Fitzgerald (1994), who described rape myths as ‘attitudes and beliefs that are generally false but widely and persistently held, and that serve to deny and justify male sexual aggression against women’ (p. 134). Furthermore, rape myths are designed to perpetuate sexual violence by blaming the victim, absolving the perpetrator, and rationalizing acts of sexual aggression. In addition, they serve to blame the victim, acquit the perpetrator, and downplay the seriousness of sexual violence.

Research on the existence and impact of rape myths today is extensive, making it clear that the widespread acceptance of rape myths spans diverse societies, cultures, and diverse social groups. Rape myths are dynamic risk factors that contribute to violent behavior and influence people's perceptions of acts of sexual assault, victims as well as rapists. They also play a role in maintaining false beliefs about sexual violence. Rape myths influence the widespread tendency to trivialize and naturalize the problem of sexual violence, to despise victims, and to devalue them.

The primary aim of the systematic research review is to precisely identify, analyze, and comprehend prevailing rape myths in Europe. Furthermore, its aim is to delineate the functioning of myths concerning sexual assault and identify factors influencing their prevalence. Our goal is to gain a deeper understanding of the cultural and social aspects associated with this phenomenon.

We have identified the main research questions as the subject of our study:

1. What factors contribute to the perpetuation of myths about rape in Europe?
2. What are the mechanisms related to the functioning of rape myths in European societies?
3. What are the most common contemporary rape myths in Europe?
4. What educational and pedagogical solutions do researchers propose in this area?

Understanding and debunking these myths is crucial for fostering a safer and more informed society. By unraveling the deeply ingrained cultural beliefs associated with sexual aggression, educational efforts can address and challenge these misconceptions. In essence, these research endeavors not only contribute to academic knowledge but also hold immense potential for shaping educational practices, fostering a society that rejects harmful beliefs, and creating safer environments for all.

The present study conducted a systematic review of rape myths. A comprehensive search was performed using three multidisciplinary research databases: ProQuest, Scopus and ERIH Plus. The choice of these databases was motivated by their global recognition and the wide range of scientific literature, which provided an in-depth exploration of the available research on the topic. The study focused on peer-reviewed articles from English-language journals published between 2013 and 2023, particularly material from the European context. Strict criteria were applied in the selection process, excluding non-peer-reviewed material and considering only research conducted in Europe or affiliated with European research departments. The selected timeframe (2013-2023) aimed to capture recent developments in conceptions of rape myth, aligning with significant social changes and events such as the #MeToo campaign. The search yielded a total of 2,507 results from selected databases. After eliminating irrelevant studies by analyzing titles and abstracts and removing duplicates, 116 articles were subjected to full-text analysis. After a thorough review, 24 articles were excluded based on eligibility criteria, resulting in the inclusion of 92 articles in the systematic review. The two-step process included individual checking by two reviewers, resolving discrepancies through discussion. Selected articles were reviewed in detail to gain insight into proposed solutions to change harmful beliefs about rape myths. This systematic approach ensured the inclusion of relevant and recent literature, contributing to a comprehensive understanding of efforts to address and change perceptions of rape myths in European societies.

Analyses conducted as part of the research project provide evidence of a number of factors determining the perpetuation and spread of these myths. Among the most important are sociodemographic factors, such as gender, age and educational level, as well as the influence of cultural and media messages, political ideology and legal norms. In addition, the phenomenon under discussion is so complex that the scientific literature describes numerous mechanisms and theories related to the functioning of rape myths. One of the most popular of these is to blame the victim, while excusing and minimizing the role of the perpetrator. Moreover, the Cognitive Schemas/Scipts Theory provides a framework for understanding the functioning of rape myths in society. Also noteworthy are the Defense Mechanism, Compassion Fatigue, Anticipatory Bias, and the Story Model or Sexual Economy Theory. The survey shows that there is a noticeable convergence in the prevailing contemporary beliefs about rape myths in European communities. Among these, two significant issues stand out: (a) the belief that perpetrators are more likely to be people unknown to the victim, and (b) the widespread blaming of the victim for the rape, especially when the victim was under the influence of intoxicating substances such as alcohol or drugs. Few researchers have addressed the educational aspect in their research. Unfortunately, most of these publications provided only suggestions and guidelines. The authors only emphasized the need for long-term and carefully thought-out public campaigns, as well as the introduction of topics related to rape myths into sex education programs. There were proposals for educating employees, but there was a lack of implied suggestions. In the next phase of our research project, we plan to identify and analyze current educational solutions to sexual violence myths.

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