The social responsibility of educational institutions in confronting cyberbullying

Abstract

This study aims to examine the impact of the social responsibility of educational institutions in addressing cyberbullying, with a focus on the roles of teachers, social workers, school administration, and extracurricular activities in promoting a safe school environment. The study relied on a descriptive analytical theoretical approach through the review of relevant literature and previous studies. The results indicate that cyberbullying is a growing phenomenon that requires educational institutions to adopt clear policies, awareness programs, and to reinforce values of digital citizenship, mutual respect, and equality. The study also revealed that limited financial and human resources, as well as the lack of coordination with civil society organizations and the private sector, are major obstacles to effectively combating cyberbullying, whereas community partnerships, particularly with families and the private sector, play a crucial role in supporting these efforts. Among the key recommendations are the implementation of preventive policies and procedures within schools, enabling social and psychological workers to perform their roles effectively, providing training for teachers and administrators on addressing cyberbullying, enhancing communication with families, and activating extracurricular activities that foster cooperation and belonging. Additionally, it is recommended to conduct applied studies to monitor the development of the phenomenon and assess the impact of educational programs. The importance of this research stems from the seriousness of cyberbullying and its negative impact on the mental and social health of students, as well as the challenges it imposes on educational institutions in the digital age. Furthermore, its importance lies in enriching the educational literature related to the social responsibility of educational institutions.