moral disengagement and cyberbullying among iranian efl learners: moral identity as mediator and artificial intelligence self-efficacy as moderator

Introduction: while considerable research has explored cyberbullying (cb) and its related factors, including moral disengagement (md), moral identity (mi), and individual characteristics, the interplay of these elements remains underexplored, particularly among iranian english as a foreign language (efl) learners.material and methods: through proposing a new moderated-mediation model, this study investigated the mediating role of mi in the relationship between md and cb, and the moderating role of artificial intelligence self-efficacy (aise) in these connections. applying a stratified random sampling, data were collected from 600 iranian efl learners using four standard questionnaires. results: the findings suggest that mi mediates the connection between md and cb, while aise moderates these relationships, highlighting the importance of fostering mi and responsible ai tool use in efl contexts to mitigate cb. conclusion: the present investigation enhanced students' awareness of cb and fostered a culture of responsible digital citizenship, ultimately contributing to safer online learning environments. the implications suggested interventions and educational strategies designed to cultivate a more ethical and digitally responsible learning environment, finally reducing the prevalence of cb among efl learners.