The Ambivalent Gaze: Student Perspectives on Surveillance in Higher Education

This qualitative study investigates how surveillance is perceived and experienced within higher education and its implications for trust, fairness, and institutional culture. Data were collected through semi-structured interviews with 15 undergraduate students aged 18–21 from diverse academic departments at a private university in Tashkent, Uzbekistan. The research explores students’ interpretations of surveillance practices, their perceived purposes and functions, and the ways these practices influence behavior, autonomy, and ethical judgments. Findings reveal an ambivalent relationship: students conceptualize surveillance as both protective and controlling. While valued for promoting safety, property protection, and academic integrity, surveillance also fosters self-censorship, behavioral regulation, and constrained autonomy. Cameras were generally accepted when implemented transparently and for security purposes, reinforcing trust and perceptions of fairness. However, audio recording and monitoring in sensitive spaces were viewed as intrusive and unethical. Participants advocated for ethical, transparent, and proportionate surveillance policies that respect privacy while ensuring safety. These insights underscore the dual role of surveillance as enabling and disciplinary, shaped by cultural norms and governance practices, and highlight the need for institutional frameworks that balance security with autonomy in higher education.

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