The widespread adoption of online education has brought new debates regarding the mandatory use of webcams during synchronous classes. While keeping cameras on may foster student engagement, enhance non-verbal communication, and provide teachers with richer feedback, it also raises serious concerns about privacy, digital equity, and cybersecurity. This article presents a critical review of recent literature that examines the pedagogical, technological, and social implications of requiring students to turn on their cameras. The analysis is structured around three dimensions: (1) pedagogical engagement, focusing on participation, motivation, and attention; (2) privacy and cybersecurity, addressing risks related to data collection, surveillance, and regulatory compliance; and (3) equity and digital divide, exploring the costs of bandwidth, unequal access to devices, and exposure of personal environments. The discussion highlights the tensions between these dimensions and argues that mandatory webcam use cannot be considered a universal solution. Instead, institutions should adopt flexible policies, teachers should integrate cameras where pedagogically meaningful, and policymakers should enforce data protection standards. The article concludes with recommendations for institutions, educators, and platform developers, and proposes directions for future research on camera use in online education.
Cedillo-Hernandez et al. (Fri,) studied this question.