CYBERBULLIYING AND ONLINE HARRASMENT IN HIGHER LEARNING

INSTITUTIONS IN TANZANIA

CONCEPT NOTE
BY
GROUP NUMBER 10

GROUP MEMBERS.

S/N NAMES REGISTRATION NUMBER SIGNATURE

1 MUYA YUSUPH MUSA MOCU/LL. B/2015/23
2 AGAPE ALFRED PETER MOCU/LL. B/1903/23
3 MARIAUM LUTAVO MOCU/LL. B/2014/23
4 MARTHA FILBERT FAUSTIN MOCU/LL. B/1951/23
5 NASMU MOHAMED MOCU/LL. B/1954/23
LIWOLA

BACHELOR OF LAWS
JUNE, 2025.

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 TABLE OF CONTENTS.

1.0 CONCEPT NOTE ON CYBERBULLYING AND ONLINE HARASSMENT IN

HIGHER LEARNING INSTITUTIONS IN TANZANIA……………………………. 1
2.0 BACKGROUND…………………………………………………………………….. 1
3.0 A BRIEF STATEMENT OF THE PROBLEM……………………………………. 2
4.0 THE MAIN OBJECTIVES AND SPECIFIC OBJECTIVES……………………. 2
5.0. METHODOLOGY…………………………………………………………………. 3
REFERENCES…………………………………………………………………………...4

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1.0 CONCEPT NOTE ON CYBERBULLYING AND ONLINE HARASSMENT IN
HIGHER LEARNING INSTITUTIONS IN TANZANIA
2.0 A SUMMARY OF THE BACKGROUND.
Cyberbullying is a relatively new phenomenon that has arisen with the spread of information and
communication technology into our daily lives. It is a compound word, consisting of two main
terms – “cyber” and “bullying” – as it is bullying that takes place in cyberspace, primarily on the
Internet and through mobile phones. Given the fact that cyberbullying has emerged with the
massive expansion of ICT use, its definition is constantly developing and becoming more
specific. It seems that it is very important to differentiate between different types of online
attacks, as they may take on many forms: some attacks may be isolated and relatively banal
incidents (for example when someone has received an offensive e-mail from an unknown sender)
that have practically no impact on the recipient, whereas other forms of harassment can be long-
term and serious in nature and may lead the victim to suicidal thoughts. Experts on cyberbullying
agree that online attacks can be classified as cyberbullying only if:
1. They are aggressive and intentionally hurtful (whether conducted by a group or
individual).
2. They happen repeatedly.
3. They put the victim into a situation where he/she cannot defend him/herself from online
attacks (and thus power inequality is present).
4. The attacks take place on the Internet or using mobile phones.
5. The victim perceives this activity to be hurtful.
Attacks which do not meet these criteria are not considered to be acts of cyberbullying. Instead,
they are considered to be forms of online harassment, which, as opposed to cyberbullying, does
not have such a strong impact on the victim (in less serious cases such harassment simply
involves mere teasing amongst peers). 1
Therefore, in this study we emphasize the difference between online harassment and
cyberbullying. We use the broader term “online harassment” for all respondents who have faced
some kind of online attack, whereas we use the term “cyberbullying” only in cases when the
above-described criteria have been met. We therefore classify cyberbullying as a subset of online
harassment.
Historical background of emergency of cyberbullying and online harassment in Tanzania is
connected with the massive expansion of ICT use. Article 16 of the Constitution of United
Republic of Tanzania of 1977 (as amended), provided for right to privacy, that is no one has right
to expose, insult, or, humiliate others publicly online without consent. By doing so can be
considered as defamation or cyberbullying or online harassment. So, to protect this right the
1
Machackova, H., Dedkova, L., Sevcikova, A., & Cerna, A. (2013). Online Harassment And Cyberbullying II: An
Extended Report On The “Coping Strategies In Adolescents Facing Cyberbullying” Research Project Conducted In
The Czech Republic In 2011-2012. Faculty Of Social Studies Masaryk University, p1-2

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Government of United Republic of Tanzania had enacted the Cybercrime Act, 2015 to address
offences involving computer systems and information communication technology (ICT). This
legislation is pivotal for defining, penalizing, and regulating unlawful activities conducted in
cyberspace, ensuring the integrity of ICT infrastructure, and safeguarding users against
exploitation and harm. It provides mechanisms for the investigation and prosecution of
cybercrimes, establishes jurisdictional authority, and defines the liabilities of service providers. 2
3.0 A BRIEF STATEMENT OF THE PROBLEM.
Due to development of ICT students are often targets of insults, threats, or humiliation through
social media, WhatsApp groups, forums, or messaging platforms. Cyberbullying causes stress,
depression, fear, and isolation. This affects students’ mental health, participation, and academic
performance. For instance, the incident involving Mwijaku and University ladies, occur due to
the development of ICT students.
4.0 THE MAIN OBJECTIVES AND SPECIFIC OBJECTIVES.
General Objective.
 To look on effectiveness of laws deals with enforcement of cyberbullying and online
harassment.
Specific objectives.
 To analyse impacts of cyberbullying and online harassment among students in higher
learning institutions in Tanzania.
 To look whether universities have policies and procedures to deals with online abuse
 To suggest possible ways under which the problem of cyberbullying and online
harassment can be resolved
5.0.THE INTENDED METHODOLOGY.
5.1 Research Design.
The study will be descriptive and exploratory in nature, aiming to examine the prevalence,
causes, and psychological effects of cyberbullying and online harassment. It will also explore the
role of social media platforms and digital literacy in either promoting or preventing such
behaviors.
5.2 Target Population and Sampling

2
Law, D. M., Xiao, B., Onditi, H., Liu, J., Xie, X., & Shapka, J. (2022). Measurement invariance and
relationships among school connectedness, cyberbullying, and cybervictimization: A comparison among
Canadian, Chinese, and Tanzanian adolescents. Journal of Psychoeducational Assessment, 40(7), 865–
879. https://doi.org/10.1177/07342829221106585. p866-8669.

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The target population will consist of students in selected higher learning institutions. Additional
perspectives will be gathered from teachers, university counselors, and parents. A stratified
random sampling technique will be used to ensure representation across gender, age groups, and
urban/rural settings. The estimated sample size is 300 participants.
5.3 Data Collection Methods
Questionnaires: Structured questionnaires will be distributed to students to quantify experiences,
frequency, and impacts of cyberbullying and online harassment.
Focus Group Discussions (FGDs): Separate group discussions with students will provide
qualitative insights into social dynamics, coping strategies, and cultural attitudes toward digital
abuse.
5.4 Data Analysis
Qualitative data from interviews and focus groups will be transcribed and analyzed using
thematic analysis to identify recurring patterns, beliefs, and personal experiences.

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 REFERENCES.
Constitution of United Republic of Tanzania of 1977 (as amended)
Cybercrime Act, 2015.
Law, D. M., Xiao, B., Onditi, H., Liu, J., Xie, X., & Shapka, J. (2022). Measurement
invariance and relationships among school connectedness, cyberbullying, and
cybervictimization: A comparison among Canadian, Chinese, and Tanzanian adolescents.
Journal of Psychoeducational Assessment, 40(7), 865–879.
https://doi.org/10.1177/07342829221106585.
Machackova, H., Dedkova, L., Sevcikova, A., & Cerna, A. (2013). Online Harassment And
Cyberbullying II: An Extended Report On The “Coping Strategies In Adolescents Facing
Cyberbullying” Research Project Conducted In The Czech Republic In 2011-2012. Faculty
Of Social Studies Masaryk University.