Although considerable literature has grown around cyberbullying, there are still only limited studies on this within developing economies, especially African countries. In particular, studies on cyberbullying in Africa have failed to have a direct focus on the prevalence of this phenomenon among students in universities. Not only does cyberbullying have an emotional-social impact, it has ramifications on the learning process as well. This subject remains of utmost relevance within academia, and a number of institutions continue to grapple with its impact. The study reported here is an exploratory investigation of 396 students from one of the private universities within Nairobi, Kenya, which aimed at understanding the prevalence of cyberbullying. The study findings revealed that the highest form of victimization was through the act of deception, in which 75.8% of the respondents indicated someone had lied to them electronically. On the other hand, the highest form of perpetration of cyberbullying was through malice, in which 49.7% of the respondents reported sending a rude message to someone electronically. Further, more male students were more likely to commit acts of cyberbullying compared to their female counterparts. This study confirms the existence of cyberbullying within institutions of higher learning in Kenya, with the possibility of generalizability to other developing economies. The level of prevalence reported in this study appears slightly high in comparison to a majority of the findings from the developed economies. Consequently, we submit that it is imperative that educational systems in Africa and other developing economies put in frameworks to deal with the emerging reality of cyberbullying within institutions of higher learning. Such frameworks should facilitate the implementation of useful strategies to help victims of cyberbullying, and at the same, time offer deterrents to the perpetration of cyberbullying.
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