THE DIGITAL DIVIDE, CYBERBULLYING EXPOSURE, PSYCHOLOGICAL IMPACT, AND COPING MECHANISMS AMONG UNIVERSITY STUDENTS

This study examined the influence of technology access and digital literacy on cyberbullying exposure, psychological well-being, and coping mechanisms among undergraduate students. A quantitative descriptive-correlational research design was employed among 370 undergraduate students at the University of the Visayas–Main Campus using proportionate stratified random sampling across colleges. Data were collected using a validated, structured questionnaire (Cronbach's alpha = 0.972). Findings revealed that limited technology access and unstable internet connectivity were associated with heightened cyberbullying exposure. Higher levels of digital literacy, particularly in critical thinking and online safety, significantly reduced vulnerability and fostered proactive problem-focused coping strategies such as blocking and reporting. Social media usage patterns were positively correlated with cyberbullying exposure. Statistical analysis confirmed significant positive correlations among all core variables (p < .001), underscoring that technological inequality directly shapes online risk environments. The study recommends strengthening digital literacy curricula, institutional mental health support services, and university cyberbullying policies to foster safer digital academic communities.