THE ROLE OF SCHOOL ADMINISTRATORS IN CREATING A SAFE LEARNING ECOSYSTEM AGAINST CYBERBULLYING AND MISINFORMATION IN SECONDARY EDUCATION

Abstract

This study aims to present strategic guidelines for school administrators in creating a safe learning ecosystem free from cyberbullying and misinformation at the secondary school level, given that 60% of Thai children are at risk from online threats, which is higher than the global average. The study found that the role of school administrators should encompass proactive strategies in three main dimensions 1. Policy and Infrastructure Administrators must transition from a prohibitive stance to an active governance role. Key actions include establishing a Digital Charter through collaborative public hearings, implementing anonymous reporting systems to prevent retaliation , and investing in content filtering software and data security on school Wi-Fi networks. 2. Capacity Building for Personnel and Students The goal is to build digital immunity within the organization. This involves training teachers as Digital Mentors to recognize red flags of cyberbullying, fostering a Digital Peer Support model through student councils, and integrating Media and Information Literacy (MIL) to empower students with fact-checking skills. and 3. Partnership and Collaboration Recognizing that schools cannot solve these issues alone, administrators should strengthen ties with parents through Home-School Cyber Links to manage privacy settings. Furthermore, establishing Memorandums of Understanding (MOU) with external experts, such as cyber police and psychologists, is essential for professional intervention and mental health recovery Ultimately, these strategies facilitate a “Safe Learning Ecosystem” characterized by structural safety, media literacy competency, robust monitoring systems, and a sustainable Digital Empathy Culture. This framework is grounded in Ecological Systems Theory, Technology Leadership, and Digital Citizenship.