Academic demands are capable of creating pressure prompting students to find diversion through smartphone use and internet browsing. Unproductive internet use during learning is termed cyberslacking a behavior known to be associated with loneliness. Therefore this research aimed to explore the moderating role of gender in the relationship between loneliness and cyberslacking among university students. Using a quantitative correlational method the investigation collected demographic data and adopted two scales including the UCLA-3 Loneliness Scale and Cyberslacking Scale. Participants comprising 226 students aged 18 to 25 years were subjected to both descriptive and moderation analysis using Jamovi. The results showed that there was a significant influence of loneliness on cyberslacking with gender identified as a moderator in such relationship. Recognizing gender differences in online behavior was crucial for enhancing the effectiveness of university policies and intervention strategies. Keywords cyberslacking gender loneliness university students