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<p>In the past two decades, cyberbullying has been recognized as one of the most pressing issues in schools. Teachers play an essential role in preventing cyberbullying and assisting students and parents in resolving this issue. This paper provides an extensive overview of in-service teachers’ knowledge and capacity to address cyberbullying in the school context. We systematically reviewed academic empirical studies conducted during and after the COVID-19 pandemic. Our findings indicate that many teachers do not have the confidence or experience to effectively manage cyberbullying and lack a basic understanding of cyberbullying. This underscores the importance of integrating cyberbullying intervention and management strategies into teachers’ professional development.</p>

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Teachers’ Knowledge and Capacity for Managing Cyberbullying: A Systematic Literature Review

  • 期刊论文

  • 发表日期：

    2025年7月10日

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  • Roya Pashmforoosh,
  • Jia Wang,
  • Amirpooya Dayani Dardashti,
  • Yanbing Chen,
  • Jinhua Zhao,
  • Diana Ramirez

摘要

In the past two decades, cyberbullying has been recognized as one of the most pressing issues in schools. Teachers play an essential role in preventing cyberbullying and assisting students and parents in resolving this issue. This paper provides an extensive overview of in-service teachers’ knowledge and capacity to address cyberbullying in the school context. We systematically reviewed academic empirical studies conducted during and after the COVID-19 pandemic. Our findings indicate that many teachers do not have the confidence or experience to effectively manage cyberbullying and lack a basic understanding of cyberbullying. This underscores the importance of integrating cyberbullying intervention and management strategies into teachers’ professional development.