The globalization process of the 21st century, driven by technology, has transformed human interactions, creating new methods of learning and digital citizenship, but also new challenges such as cyberbullying. This study focuses on understanding how undergraduate pedagogy students at the Universidad de Concepción, Chile, perceive their social and academic adaptation after experiencing cyberbullying. The study adopts a cross-sectional qualitative approach and is based on in-depth interviews with pedagogy students from the Concepción and Los Ángeles campuses. Using content analysis according to Cáceres's model (2003), patterns and significant relationships in the data are identified, organizing them into relevant categories. The main findings reveal that cyberbullying among these students is influenced by individual, contextual, technological, relational, and institutional policy factors. This harassment mainly occurs through social networks, such as Instagram, and is mostly perpetrated by people outside the university. Regarding students' perceptions of the impact of cyberbullying, it is evident that it negatively affects their social and academic adaptation. Cyberbullying induces changes in social habits, leading to isolation from the university environment and negative emotions such as insecurity, distrust, and guilt. The ability of students to overcome emotional trauma is crucial for their academic performance, highlighting the importance of support networks. In conclusion, cyberbullying hinders the overall well-being of university students and constitutes a risk factor for university dropout. The study emphasizes the need to develop institutional policies for prevention and coping, as well as the co-construction of inter-university online behaviour based on ethical principles of digital citizenship