Cognitive privacy and brain data protection: responsibilities of university teaching staff

Abstract

This study analyzes university faculty’s perceptions, knowledge, and responsibilities regarding cognitive privacy and the protection of brain data in the context of digital higher education. Using a mixed exploratory–descriptive approach, surveys and interviews were administered to forty-five instructors from different disciplines to identify levels of neuroethical literacy and ethical attitudes toward the use of educational neurotechnologies. Findings show that most participants have a medium level of knowledge about neurorights, demonstrating interest and commitment but with conceptual limitations and limited specialized training. A positive correlation was found between neuroethical knowledge and perceived professional responsibility, suggesting that training in this field strengthens ethical conduct in the face of risks related to neurosurveillance and cognitive manipulation. Qualitatively, categories such as cognitive responsibility, mental surveillance, neuroethical training, and autonomy of thought emerged, reflecting faculty concern for protecting the mind as an inviolable space of freedom and learning. The study concludes that universities should incorporate neuroprotection into institutional policies and ongoing faculty development, promoting an educational culture that balances technological innovation with the defense of cognitive dignity and digital ethics.