PREVENCIÓN DEL CIBERBULLYING EN EL CONTEXTO EDUCATIVO: APORTES DE ESTUDIANTES Y DOCENTES PARA EL DISEÑO DE UN PROGRAMA SOCIOEDUCATIVO

Abstract

The purpose of this study is to understand the contributions of students and guidance 
teachers to the design of a socio-educational intervention program aimed at preventing 
cyberbullying (CB) in organizations in the educational context of the municipality of 
Soledad, Atlántico. The research is based on an interpretive epistemological model and 
employs the phenomenological method to explore the experiences, perceptions, and 
meanings associated with CB from the perspective of the participants. A non-experimental, 
cross-sectional, field design was adopted; qualitative techniques such as interviews and 
focus groups were applied to students aged 13 to 15 and guidance teachers from two local 
public institutions. The findings reveal that students have general knowledge about CB; 
however, they struggle to identify specific forms and tend to normalize certain digital 
aggressions. Furthermore, the participation of the educational community, including 
families and teachers, is evident in playing a prominent role in prevention, highlighting 
strategies that strengthen self-esteem, socio-emotional skills, and youth empowerment. 
Regarding guidance teachers, they acknowledge the existence of institutional protocols but 
identify the need to strengthen prevention by actively involving students in the design and 
implementation of programs. The triangulation allowed for the validation of the results and 
their placement within the current regulatory framework, highlighting the absence of 
participatory programs focused on empowerment to prevent CB. The emerging proposals 
suggest integrating recreational activities, socioemotional training, and student leadership, 
along with close coordination between the community and the school curriculum. Thus, 
these findings provide a basis for developing a contextualized socio-educational 
intervention that contributes to creating safe school environments and fosters responsible 
digital coexistence.