Socio-Pedagogical Possibilities of Using Artificial Intelligence to Prevent Cyberbullying at School

Abstract

Cyberbullying has become one of the most serious threats to students’ psychological well-being in the digital era. The rise of artificial intelligence (AI) opens new socio-pedagogical possibilities for preventing and responding to online aggression in educational environments. This paper examines how AI-based technologies — such as sentiment analysis, machine learning moderation systems, and predictive algorithms — can assist teachers and social pedagogues in identifying, preventing, and addressing cyberbullying. The study emphasises the importance of integrating AI tools with human-centred approaches that foster digital empathy, ethical awareness, and emotional resilience among students. A conceptual socio-pedagogical model of AI-assisted cyberbullying prevention is proposed, combining technological monitoring with pedagogical guidance and digital literacy education. The paper concludes that AI cannot replace the role of educators, but can enhance their professional capacity to ensure a safer and more inclusive digital school environment. Future research directions include developing localised AI solutions tailored to the cultural and linguistic contexts of schools.