<![CDATA[Cyberbullying remains an important concern in digitally mediated university learning, particularly in EFL contexts where students must negotiate linguistic meaning, interpersonal sensitivity, and responsible online communication simultaneously. However, research has given comparatively limited attention to the psychosocial and digital competencies associated with students' constructive responses to cyberbullying. This study examined the relationships of empathy, emotional regulation, and digital literacy with cyberbullying mitigation behavior among EFL university students. Employing a quantitative cross-sectional correlational design, the study involved 327 English Department students at Universitas Lancang Kuning, Indonesia. Data were collected through a five-point Likert-scale questionnaire measuring the four study constructs and were analyzed using descriptive statistics, Pearson Product-Moment correlation, and multiple linear regression. The findings showed that empathy, emotional regulation, and digital literacy were positively associated with cyberbullying mitigation behavior. Empathy emerged as the most prominent correlate, followed by digital literacy and emotional regulation. Collectively, the findings indicate that constructive responses to cyberbullying are closely associated with students' emotional sensitivity, capacity to manage reactions during online interaction, and ability to participate ethically and responsibly in digital environments. The study extends existing cyberbullying research by shifting attention from perpetration and victimization toward the competencies associated with supportive, non-retaliatory, and constructive responses in university-level EFL communication. These findings highlight the relevance of integrating empathy, emotional self-regulation, digital ethics, and responsible online communication into EFL learning practices and institutional cyberbullying-prevention initiatives ]]>
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