Purpose The ubiquity of digital surveillance technologies is at the forefront of debates on balancing collective security while ensuring individual privacy. Ethical concerns of individual privacy, freedom and misuse are at the crux of ongoing global discourse, with the integration of artificial intelligence into surveillance further increasing the intrusive nature of these technologies. This study examined students’ perception of surveillance technology and its impact on privacy. Questions articulated from the problematic bordered around the level of awareness, perception on the impact of surveillance technology, attitude towards surveillance and beliefs in the regulation of surveillance in educational institutions among others. Design/methodology/approach This study was premised on the pragmatic paradigm involving the integration of both quantitative and qualitative approaches. Data were collected from 450 respondents using a structured questionnaire. Findings Findings revealed a significant association between students’ awareness of surveillance technologies and their frequency of observing them on campus (χ² = 47.80, df = 6, p 0.001; mixed perceptions of privacy with most respondents (54.9%) feeling their privacy was moderately respected, a notable minority expressing concern over inadequate protection, and nearly a quarter (24.2%) reporting behavioural changes due to being watched; and a statistically significant positive relationship between trust in institutional data handling and confidence in data protection (ρ = 0.144, p 0.01).The qualitative responses revealed that students acknowledged the usefulness of surveillance for safety, but insisted on clear boundaries regarding scope, usage and access. This study concluded that surveillance in education was a double-edged phenomenon that enhances safety and order but raised several challenges that called for deliberate governance strategies. It was recommended that educational institutions developed clear communication strategies on the use of surveillance technologies and accompany such with privacy protection policies. Originality/value The findings contribute to academic debates on digital ethics, governance and the balance between security and privacy in learning environments, while offering actionable recommendations for institutions to design communication strategies and privacy policies that safeguard both safety and individual rights.
Durodolu et al. (Fri,) studied this question.