Exploring the Role of Digital Empathy and Emotional Intelligence in Reducing Cyberbullying Behaviors Among High School Students in Kuwait
Exploring the Role of Digital Empathy and Emotional Intelligence in Reducing Cyberbullying Behaviors Among High School Students in Kuwait

Summary/Abstract: Background/purpose. With the rapid growth of digital engagement among adolescents, cyberbullying has become a significant challenge that threatens students’ psychological well-being, peer relationships, and the overall school climate. This study examines whether digital empathy and emotional intelligence can serve as protective factors against cyberbullying behaviors among high school students in Kuwait, a context where research on digital behaviors remains limited. Materials/methods. A quantitative correlational research design was employed, using a stratified random sample of 404 students from grades 10 to 12 across six educational regions. The researcher developed and validated three self-report scales to measure digital empathy, emotional intelligence, and cyberbullying behaviors. Data were analyzed using descriptive statistics, Pearson’s correlations, ttests, confirmatory factor analysis (CFA), and structural equation modeling (SEM). The SEM model demonstrated an excellent fit, with indices indicating a good fit (RMSEA = 0.045, CFI = 0.984, TLI = 0.976). Mediation analysis further revealed that cyberbullying involvement was partially mediated by both emotional intelligence and digital empathy. Results. Significant negative correlations were observed between both digital empathy and emotional intelligence with cyberbullying (p < 0.01). Students with stronger emotional regulation and higher levels of digital empathy reported reduced involvement in cyberbullying. SEM results supported the hypothesized model, confirming both direct and mediated pathways among the study variables. Conclusion. The findings demonstrated that digital empathy and emotional intelligence play a protective role in reducing cyberbullying behaviors. The study provides a solid foundation for school-based preventive interventions. More importantly, it contributes to educational policy by underscoring the necessity of embedding digital citizenship and emotional education into national curricula, highlighting the importance of teacher training and professional development to foster empathy and emotional regulation, and offering policymakers a roadmap for designing comprehensive strategies that integrate social-emotional learning to promote safer and more inclusive digital environments.

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