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Information Sciences Letters

Information Sciences Letters

Abstract

The research aims to identify the role of digital education in improving female secondary school students ability to confront cyberbullying dangers, recognize its different patterns, and explore ways to reduce its effects and repercussions. To achieve the research objectives, the study relied on a quantitative descriptive method to process the primary data collected through a 46-item questionnaire divided into four main dimensions. The questionnaire was distributed to a research sample of 390 female secondary school students, who were chosen randomly and systematically. The research yielded significant results at the level of the first dimension, which addressed the current reality of digital education for secondary school students. The mean values ranged between 2.75 and 2.83. As for the second dimension, which focused on forms of electronic bullying, the mean values ranged between 4.03 and 4.24. The third dimension dealt with the effects of cyberbullying, with mean values ranging between 3.99 and 4.34. The last dimension examined expressions reflecting the means and mechanisms for activating the role of digital education in addressing cyberbullying issues. The mean values ranged between 4.29 and 4.49. The high mean values across all dimensions indicate a strong degree of agreement among the research sample members regarding the questionnaires dimensions. Based on the study results, the researchers recommended increasing female students awareness of cyberbullying and adopting modern strategies to confront electronic bullying. They also suggested activating the role of the media in raising both female students and the communitys awareness of this phenomenon and its various repercussions. Additionally, the study emphasized the importance of increased coordination and cooperation between families and schools in monitoring and addressing cyberbullying.

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