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With cyberbullying emerging as a significant concern in contemporary society, understanding its prevalence, forms, and impacts is crucial for developing effective intervention strategies. This study aims to delve into the underlying factors contributing to cyberbullying incidents among university students. Employing quantitative methodologies, this research utilized a questionnaire comprising multiple-choice, scaled responses, and open-ended questions to explore students’ encounters, perceptions, and responses to cyberbullying. The study’s development was informed by theoretical frameworks and existing literature, with data analysis conducted using the Statistical Package for the Social Sciences (SPSS). The sample comprised 392 participants, predominantly female (79.1 percent) and Turkish (98.7 percent). Most participants were 18–21 (46.9 percent) and 21–25 (41.3 percent). The majority (84.9 percent) were studying at a state university. The study reveals a widespread acknowledgment of cyberbullying as a severe problem among social media users, particularly prevalent on platforms like Instagram and TikTok. Offensive comments and hate speech were identified as dominant forms of cyberbullying, alongside newer tactics like emoji-based ridicule. Participant responses ranged from passive bystander behavior to active intervention, reflecting diverse coping mechanisms and strategies. The findings underscore the need for comprehensive approaches to combat cyberbullying, including educational programs, institutional support mechanisms, and interventions promoting digital citizenship. Furthermore, fostering peer support networks and enhancing awareness in university settings is crucial for effectively addressing cyberbullying. The study highlights various intervention areas and approaches to mitigate the impact of cyberbullying and promote a healthier digital environment. Future research should continue exploring the underlying motivations and barriers to seeking help, aiming to develop targeted strategies for prevention and intervention.