This study explores Turkish educators' awareness, preparedness, and intervention strategies regarding TF-CSA through a rigorously developed and validated survey administered to 346 educators across different fields and grade levels. The instrument underwent factor analysis (KMO = 0.81, Bartlett's test p < .001) and demonstrated high reliability (Cronbach's α = .9734 for the total scale, with subscale reliabilities ranging from .7224 to .9261). Findings reveal that while educators acknowledge the psychological and academic consequences of TF-CSA, their capacity to intervene is limited by insufficient training (M = 2.13, SD = 1.11) and unclear institutional policies. Female (M = 2.25, SD = 0.56) and mid-career educators (36–40 years) exhibited significantly higher awareness and preparedness levels (p < .01). The study underscores the urgent need for structured TF-CSA training, standardised intervention protocols, and policy reforms to enhance educators' ability to safeguard children from digital exploitation.