The Phenomenon of Bullying and Cyberbullying in School Environments: an Implementation of the Problem in the Context of Training Future Social Education Teachers

Original article

DOI: 10.15293/1812-9463.2603.09

Liliia E. Eremina
Melitopol State University, Melitopol, Russia

 

 

Abstract.

Introduction. The relevance of this study stems from the need to train social educators competent in identifying, preventing, and addressing bullying and cyberbullying in schools. Therefore, this article aims to theoretically substantiate, develop, and experimentally test the effectiveness of training as a means of developing future social educators’ readiness for this activity. This article substantiates the structure of future social educators’ readiness to prevent bullying and cyberbullying, identifies its key components, and develops and tests the “Cyber Immunity” training program. The purpose of this article is to theoretically substantiate, develop, and experimentally test the effectiveness of training as a means of developing future social educators’ readiness to prevent and address bullying and cyberbullying in schools.

Methodology. The study utilized theoretical (analysis, synthesis, induction, deduction, formalization) and empirical (observation, questionnaires, comparison) research methods. The leading method in the study was a pedagogical experiment, including a preliminary and control phase, using a combination of diagnostic methods to assess the cognitive, operational-activity, and personal-reflective components of readiness.

Results. The materials presented in the article suggest that the developed training is an effective means of developing the readiness of future social educators to prevent and address bullying and cyberbullying in the school environment. The results of the control phase of the experiment demonstrate positive dynamics across all components of readiness: students’ theoretical knowledge, practical skills, and personal-reflective qualities significantly increased.

Conclusions. The training developed by the authors contributes to the enhancement of the professional competence of future social educators in the prevention of destructive forms of interaction in the educational environment.

Keywords: bullying; cyberbullying; social educator; professional readiness; psychological and pedagogical support; victimization; online disinhibition.

For Citation: Eremina L. E. The Phenomenon of Bullying and Cyberbullying in School Environments: an Implementation of the Problem in the Context of Training Future Social Education Teachers. Journal of Pedagogical Innovations, 2026, no. 3 (83), pp. 107–115. (In Russ.) DOI: https://doi.org/10.15293/1812-9463.2603.09

 

 

Financing. The materials of the article were prepared as part of the state assignment on the topic “Axiological foundations of the strategy for the development of modern pedagogy in the post-Soviet educational space” (FRRS-2026-0008).

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Information about the Author

Liliya E. Eremina – Candidate of Pedagogical Sciences, Associate Professor, Head of the Department of Pedagogy and Psychological-Pedagogical Education, Melitopol State University, Melitopol, Russia, https://orcid.org/0009-0004-2565-5887, EreminaLilliy@yandex.ru

Received: 02.06.2026; approved after peer review: 09.07.2026; accepted for publication: 18.08.2026.