Exploring Teachers’ Awareness and Preparedness for Cyberbullying in Malaysia: A Systematic Review (2018-2024)

Noorhafeza Herliani Adey, Sharon Kwan Sam Mee and Carmella E. Ading
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Noorhafeza Herliani Adey: Faculty of Psychology and Social Work, University Malaysia Sabah, Jalan Ums, 88400 Kota Kinabalu, Sabah, Malaysia
Sharon Kwan Sam Mee: Faculty of Psychology and Social Work, University Malaysia Sabah, Jalan Ums, 88400 Kota Kinabalu, Sabah, Malaysia Centre for Workplace Excellence, School of Psychology, Social Work and Social Policy, University of South Australia, Adelaide, South Australia, Australia
Carmella E. Ading: Faculty of Psychology and Social Work, University Malaysia Sabah, Jalan Ums, 88400 Kota Kinabalu, Sabah, Malaysia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 1, 3895-3913

Abstract: This systematic review explores cyberbullying awareness and preparedness among Malaysian teachers, focusing on research from 2018 to 2024. Cyberbullying is a growing concern in Malaysia’s primary schools, but teachers face challenges in effectively addressing it due to various factors. This review examines those challenges and the key factors that influence teachers’ ability to handle cyberbullying. A systematic search was conducted using Scopus, Google Scholar, and MyCite databases, identifying 50 studies. After applying specific criteria, seven studies were selected, focusing on teachers’ perceptions, preparedness, and responses to cyberbullying in schools. A thematic analysis was performed to summarize the findings. The results showed that teachers’ awareness and preparedness varied significantly, with key factors such as professional training, socio-demographic characteristics, and institutional support influencing these differences. Teachers who had regular training and strong support from their schools felt more confident in dealing with cyberbullying. However, gaps in intervention strategies and psychological training were also identified. The review suggests that teacher training should include more focused programs, such as gamified learning and case-based workshops, to better prepare teachers. Future research should focus on long-term studies and culturally relevant training to help teachers address cyberbullying more effectively, creating safer learning environments for students.

Date: 2025
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