Abstract
This study investigates the psychological and pedagogical conditions required to prevent cyberbullying among students in Kazakhstan's educational context, where rapid digitalization has expanded both learning opportunities and online risks. The problem addressed lies in the insufficient integration of emotional, ethical, and pedagogical frameworks into teacher education and school practices for managing online aggression. Adopting a phenomenological research design, the study explores the lived experiences and perceptions of 50 future teachers and school psychologists from M. Utemisov West Kazakhstan University. Data were gathered through semi-structured interviews, allowing participants to express their understandings of cyberbullying, emotional self-regulation, psychological well-being, and preventive strategies. Thematic analysis revealed four interrelated domains: (1) Understanding and perceptions of cyberbullying, characterized by moral awareness and sensitivity to emotional harm; (2) Self-regulation in digital interaction, emphasizing emotional control, cognitive reappraisal, and cultural politeness norms; (3) Psychological well-being and digital safety, reflecting inner balance, professional competence, and social harmony; and (4) Pedagogical and preventive strategies, integrating digital literacy, empathy development, experiential learning, and cultural values ( tärbiе ). The findings highlight that effective prevention requires a holistic, culturally grounded approach combining emotional intelligence, ethical digital pedagogy, and institutional psychological support.