In the context of increasingly algorithmically driven digital platforms, cyberbullying has evolved into a complex communication phenomenon shaped by artificial intelligence, platform design, and automated content distribution. This study examines the prevalence and characteristics of cyberbullying among university students, focusing on awareness, reporting behaviour, and perceptions of institutional support within AI-mediated communication environments. The research was conducted on a sample of 67 university students using a structured online questionnaire. Results indicate that 30% of participants reported experiencing cyberbullying, while formal reporting to institutional authorities remained extremely low (3%). Although awareness of the term cyberbullying was high, only half of the respondents demonstrated a comprehensive understanding of the phenomenon. Anxiety, stress, and reduced self-confidence emerged as the most frequently reported consequences. The study further situates cyberbullying within contemporary developments in artificial intelligence, including algorithmic amplification and AI-supported content moderation, which influence the visibility of harmful content and user responses. Despite increased awareness, students rarely seek institutional support, often normalizing or ignoring abusive behaviour. The findings highlight the need for preventive strategies grounded in digital literacy, transparent AI governance, and science communication approaches that address both human and algorithmic actors, positioning cyberbullying as a critical challenge at the intersection of artificial intelligence, digital communication, and youth well-being.