<p>Cyberbullying is common digital risk among university students. While communication skills and ethical values are considered important protective factors, their combined role in both cyberbullying perpetration and victimization remains underexplored. This study aimed to examine the relationships between university students’ communication skills, inclination to ethical values, and their levels of cyberbullying and cyber victimization. This descriptive cross-sectional study was conducted with 1,961 university students enrolled in 124 public universities across Türkiye. Data were collected using validated self-report measures assessing cyberbullying, communication skills, and ethical values. Independent samples t-tests, one-way ANOVA, Pearson correlation analyses, multiple regression, and hierarchical regression analyses were performed. The correlational analyses indicated that both communication skills and inclination to ethical values were significantly and negatively associated with cyberbullying and cyber victimization. However, multiple and hierarchical regression analyses revealed a more differentiated pattern. After controlling for demographic variables and daily internet use, inclination to ethical values emerged as a significant negative predictor of both cyberbullying and cyber victimization, whereas communication skills did not retain a statistically significant predictive effect. The findings suggest that while communication skills are associated with cyberbullying and cyber victimization at the correlational level, ethical values constitute a stronger psychosocial factor linked to reduced involvement in harmful online behaviors. Interactive online training modules, game-based learning applications, and scenario-based digital materials may support the development of ethical judgment and communication skills by presenting students with realistic cyberbullying scenarios that require active decision-making processes. Ethical programs foster responsible, thoughtful, and empathetic digital behavior.</p>