publisher
Pedagogical strategies for developing self-regulation and psychological well-being in cyberbullying prevention
- Source
- Frontiers in Education
- Published
- Last verified
- 5 Aug 2026
- Confidence
- High
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- International
Executive summary
What happened, and why should leadership care?
A study in 'Frontiers in Education (International)' examined pedagogical strategies for self-regulation and psychological well-being to prevent cyberbullying in Kazakhstan. It identified a gap in integrating emotional, ethical, and pedagogical frameworks into teacher education and school practices for managing online aggression. The research, based on the perceptions of 50 future teachers and school psychologists, utilized a phenomenological design with semi-structured interviews to understand cyberbullying, emotional self-regulation, and psychological well-being in the context of rapid digitalization.
Why this matters
Why is this strategically important?
This research highlights critical areas for developing educational frameworks that address the social and psychological impacts of rapid digitalization. Understanding how to integrate emotional and ethical dimensions into pedagogical strategies is crucial for fostering safe online environments and supporting the well-being of young people.
Key insights
What should be noted from the evidence?
- Insufficient integration of emotional, ethical, and pedagogical frameworks in teacher education and school practices for online aggression management.
- Rapid digitalization in Kazakhstan has increased both learning opportunities and online risks.
- The study explored lived experiences and perceptions of future educators and psychologists regarding cyberbullying and well-being.
- Research participants included 50 future teachers and school psychologists from M. Utemisov West Kazakhstan University.
- Data collection involved semi-structured interviews to gather insights on cyberbullying, emotional self-regulation, and psychological well-being.
Evidence and confidence
How far can this assessment be trusted?
High confidence. Named institution, original document retained and analysis corroborated.
Analysis is prepared editorially by Aziz Shuaib Ausi. The original publication remains the authoritative record, and executive judgement remains entirely human.
Source
Where does this originate?
Reported by Frontiers in Education · International. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication