Journal of Artificial Intelligence and Science Communication

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Cyberbullying among University Students in the Age of Algorithmic Platforms: Artificial Intelligence, Deepfakes, and Challenges for Science Communication

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https://doi.org/10.54963/jaisc.v1i1.2310
Volume 1 Issue 1 (2025)
Copyright (c) 2025 Gordana Lesinger
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Journal of Artificial Intelligence and Science Communication (JAISC)  publishes accepted manuscripts under Creative Commons Attribution 4.0 International (CC BY 4.0). Authors who submit their papers for publication by Journal of Artificial Intelligence and Science Communication (JAISC) agree to have the CC BY 4.0 license applied to their work, and that anyone is allowed to reuse the article or part of it free of charge for any purpose, including commercial use. As long as the author and original source is properly cited, anyone may copy, redistribute, reuse and transform the content.

Authors

  • Gordana Lesinger

    Faculty of Educational Sciences, Josip Juraj Strossmayer University of Osijek, 31000 Osijek, Croatia

Received: 6 February 2025; Revised: 24 July 2025; Accepted: 7 August 2025; Published: 12 September 2025

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.

Keywords:

Cyberbullying Artificial Intelligence Algorithmic Platforms Deepfake Abuse Science Communication Digital Literacy University Students

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