Author First name, Last name, Institution

Sarah Julia Calderwood, Lancaster University; Zayed University

Document Type

Article

Source of Publication

Postdigital Science and Education

Publication Date

1-15-2025

Abstract

This study investigates how digitized surveillance technologies impact teacher-student relationships in a blended learning environment at a UAE university. Using semi-structured faculty interviews, it examines the effects of tools such as plagiarism detection, class recordings, and learning analytics on trust and engagement. The findings reveal tensions between institutional goals of academic integrity and active participation and the unintended consequences of fostering performative behaviours and eroding relational trust. Teachers report that surveillance mechanisms promote compliance over genuine learning, reshaping their roles and interactions with students. Despite these challenges, educators employ strategies of resistance, prioritising human connection and relational pedagogy to counteract the dehumanising effects of constant monitoring. This study contributes to postdigital scholarship by exploring the complex entanglements of technology, pedagogy, and trust, emphasising the need for critical and human-centred approaches to digital education.

ISSN

2524-4868

Publisher

Springer Science and Business Media LLC

First Page

1

Last Page

25

Disciplines

Education

Keywords

Surveillance, Postdigital, Datafication, Agency, T-S relationships

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Indexed in Scopus

no

Open Access

yes

Open Access Type

Hybrid: This publication is openly available in a subscription-based journal/series

Included in

Education Commons

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