Cross-Cultural Examination of Cyberbullying and Cybervictimization among University Students in India and Africa: Gender, Platform, and Behavioral Disparities

Abstract

This study investigated the prevalence, forms, and demographic correlates of cyberbullying and cybervictimization among university students in India and Africa, aiming to provide cross-cultural insights into these pervasive online phenomena. A quantitative, cross-sectional design was employed, collecting self-reported data from 133 university students (75 males, 58 females) aged 17-30 years from Gujarat University, India, using electronic questionnaires including the Revised Cyberbullying Inventory (RCBI) and RCBI-II. Data were analysed using descriptive and inferential statistics via SPSS. WhatsApp emerged as the most popular social media platform across both populations, while Facebook was identified as a primary platform for cyberbullying behaviours among African students, with a wider range of platforms (including Share Chat) used in India. Common cyberbullying tactics included online insults, harassment, spreading rumours, impersonation, and exclusion. Notably, \"stealing nicknames/screen names\" and \"taking personal information\" were more frequently reported by African students. Gender disparities were observed, with Indian females reporting a higher prevalence of cyberbullying experiences, contrasting with a potential higher prevalence among African male students. Correlations between cyberbullying perpetration and victimization were identified, suggesting a dynamic interplay between roles. Despite the issue\'s presence, a significant portion of the student sample reported not experiencing or participating in cyberbullying. The findings underscore the critical need for culturally sensitive and platform-specific prevention and intervention strategies. They highlight that a nuanced understanding of local online behaviours and gender dynamics is essential for developing effective measures to foster safer digital environments for diverse student populations.

Introduction

The text examines cyberbullying as a growing psychological and public health concern intensified by widespread digital technology use. Cyberbullying—defined as repeated online harassment, intimidation, or exclusion—has severe emotional impacts, including anxiety, depression, and suicidal ideation. Its framing as an “epidemic of cyber-psychological behavior” highlights the need for large-scale interventions beyond individual or institutional responsibility.

The concepts of cyberbullying and cybervictimization are explored as digitally mediated extensions of traditional harm, influenced by cultural, ethical, and social variations. Social media platforms magnify these effects through anonymity, wide reach, and rapid content sharing, transforming private conflicts into public humiliation and worsening psychological distress. Cyberbullying manifests through multiple forms such as harassment, doxing, exclusion, impersonation, trolling, and cyberstalking.

The study focuses on Indian and African students at Gujarat University, providing a unique cross-cultural comparison within a shared institutional environment. This design enables clearer interpretation of cultural influences on cyberbullying behaviors and experiences. Students frequently use digital platforms such as WhatsApp, Instagram, Facebook, Snapchat, YouTube, Telegram, LinkedIn, and others, making them highly exposed to online interactions.

The study’s aims include assessing levels of cyberbullying and cybervictimization, determining the prevalence of such behaviors, and examining gender differences. A noted inconsistency is the mismatch between the stated objective of studying “adults” and the actual sample of university students aged 17–30, which limits generalizability.

A literature review shows that cyberbullying is widespread globally and particularly pronounced in India. Studies highlight emotional and psychological harm, gender differences—where girls are more prone to cybervictimization—and factors predicting cyberbullying perpetration, such as weak school attachment, deviant peers, and prior victimization. Research also emphasizes the fluidity between victim and perpetrator roles.

The study uses a quantitative, self-report design with online questionnaires. Ethical procedures included informed consent, anonymity, and voluntary participation. The sample included 133 students (75 males, 58 females; 64 Indian, 69 African), though a major limitation is the uneven academic-field distribution—most Indian students were from Forensic Science, while African students represented diverse fields, introducing potential confounding effects.

Several standardized instruments were mentioned (a 48-item questionnaire, RCBI, RCBI-II), though their integration was unclear. Data collection occurred over March–April 2024. A critical methodological concern is the instruction that participants complete the questionnaires within five minutes, which raises significant doubts about response accuracy and reliability. Data were analyzed using SPSS with descriptive and inferential statistical techniques.

Conclusion

This study provides valuable, empirically driven insights into the multifaceted nature of cyberbullying and cybervictimization among university students in India and Africa. It highlights significant cross-cultural variations in the prevalence of certain tactics, the platforms utilized for harmful behaviors, and gender-specific patterns of involvement and victimization. The findings underscore the critical necessity of moving beyond generic approaches to cyberbullying prevention and intervention. Effective strategies must be culturally sensitive, acknowledging unique social norms and communication styles, and platform-specific, targeting the dominant online environments where these behaviors manifest. The observed correlations between perpetration and victimization reinforce the dynamic nature of these roles, suggesting that holistic interventions addressing both sides of the coin are crucial. While a significant portion of students remain unaffected, the persistent presence of cyberbullying necessitates continued vigilance and proactive measures. Ultimately, this research contributes to a more nuanced, global understanding of cyberpsychological phenomena, emphasizing the complex interplay of individual, social, cultural, and technological factors in shaping online aggression and victimization in diverse contexts.

References

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Copyright

Copyright © 2025 Dr. Twisha Shah, Dr. Kapil Kumar. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.