| dc.description.abstract | This study conducts an ethical audit of intelligent monitoring systems deployed at
Meishan Vocational and Technical College, addressing the core tension between data - driven
governance efficiency and student data sovereignty in China’s vocational education reform.
The research objectives were: (1) to empirically map the current application status of these
systems—specifically their deployment scope, multidimensional data types ( classroom
attention scores, fine-grained technical operation parameters, dormitory routine trajectories),
and critically, their highly opaque data circulation pathways; (2) to diagnose the pervasive
privacy paradox among students—not as cognitive irrationality, but as a structurally induced
“rational compromise” rooted in developmental dependencies (skill certification, internship
placement, academic evaluation); and (3) to co-construct a context-sensitive educational data
ethics audit framework centered on transparency as the foundational governance lever.
Employing a sequential explanatory mixed-methods design, the study collected
quantitative data from 325 valid student questionnaires (stratified random sampling) and
qualitative data from 15 in-depth interviews with extreme-case students, supplemented by
system log analysis and expert Delphi validation.
Major findings reveal: (1) the system enables comprehensive, multi-scenario data
collection yet suffers from severe information asymmetry—only 32% of students knew their
training data might be shared externally, and merely 15% understood its purpose; (2) 85% of
students expressed high privacy concern, yet 78% accepted data collection, a paradox mediated
by perceived usefulness (strongest predictor, β = 0.48), institutional trust, and crucially,
perceived transparency (β = 0.19, acting as the bridging variable); and (3) the proposed ethical
audit framework operationalizes transparency across four pillars—ethical compliance of
collection, security of storage, justifiability of use, and transparency of transfer—and is
translated into actionable institutional mechanisms: a statutory Pedagogical Necessity Review
Board, a legally enforceable Data Provenance Dashboard for students, and a binding SchoolEnterprise
Data Sharing Charter. This research advances both theory—extending privacy
calculus to “development-oriented exchange”—and practice—providing a replicable, valueoriented
governance model that reconciles technological capability with pedagogical
appropriateness and student rights. | en_US |
