Neurosurveillance in academic settings
Keywords:
academic neurovigilance, mental privacy, neurorights, teacher autonomy, instructional creativityAbstract
Introduction The study addresses the growing use of neurotechnologies to monitor teaching performance in higher education, in a context of accelerated digitalization and systems capable of recording attention, emotions and cognitive load. Although these tools allow a better understanding of the emotional dynamics of teachers, they also generate ethical tensions related to mental privacy, professional autonomy and academic freedom, especially in institutions where evaluation pressures and gaps in digital training persist. Method An integrative review of twenty-six studies indexed in Scopus (2020–2025) was developed, together with an experimental simulation with 120 teachers. Research with EEG, studies on algorithmic surveillance and qualitative analyses on autonomy were combined, applying thematic coding, conceptual triangulation and statistical tests such as t, ANOVA and effect sizes. Results The findings show increases in teacher stress between 35% and 52%, along with greater emotional reactivity and fluctuations associated with anxiety of 30%. Pedagogical creativity decreased by 18–28%, while methodological self-censorship increased by 22–34%. 63% expressed concern about the institutional use of neurodata; however, in voluntary contexts, improvements of 15% in emotional self-regulation and 12–17% in workplace well-being were observed. Conclusions Neurovigilance has a significant impact on the cognitive, emotional and pedagogical processes of teachers. Its implementation must be governed by neurorights, clear ethical frameworks and teacher participation, avoiding evaluative uses that limit creativity and academic freedom.
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