Navigating Digital Transformation in Education: Comparative Analysis of Facial Recognition Technology in China and the U.S. and its Ethical Implications

• In Event: The complexities of digital transformations

Proposal

This paper presents a comprehensive and comparative analysis of Facial Recognition Technology (FRT) as an emerging digital tool, focusing on its use in educational contexts in China and the United States. Framed within the CIES 2025 conference theme of “Envisioning Education in a Digital Society,” this research addresses the critical intersections of technology, privacy, ethics, and education.

This research is highly relevant to comparative and international education, mainly how digital technologies such as FRT transform educational landscapes. By focusing on FRT as a case study, this research examines how digital technologies impact educational access, privacy, and governance in China and the U.S., two leading global powers in technological development.

The paper is grounded in a robust theoretical framework from comparative education, socio-technical systems theory, and digital ethics. It contextualizes the adoption of FRT within broader philosophical, cultural, and regulatory landscapes. In China, the integration of FRT into public life is seen through the lens of Confucianism, which prioritizes social harmony and collective well-being over individual privacy. In contrast, the U.S. perspective is deeply rooted in Enlightenment ideals of individualism and civil liberties, where concerns about privacy and government surveillance take precedence. These ideological differences provide a rich foundation for exploring FRT adoption’s societal and educational implications in both countries.

The study’s design ensures a comprehensive analysis, triangulating data from multiple sources to provide nuanced insights into how students from different cultural contexts engage with digital surveillance technologies. This study adopts a rigorous mixed-methods approach, integrating quantitative surveys with qualitative interviews and focus groups to investigate college students’ perceptions of FRT in China and the U.S. The research questions center on a comparative analysis of these two cohorts, specifically exploring how cultural, ideological, and regulatory factors shape their acceptance of FRT. By highlighting key differences and similarities in attitudes toward FRT within educational contexts, the study provides nuanced insights into this technology’s societal and educational implications. Data collection, conducted between late 2022 and late 2023, ensures the research remains relevant and timely in addressing current trends. The critical analysis highlights the tension between technological innovation and ethical responsibility, a theme that resonates with current debates on digital transformation in education.

The findings reveal a stark contrast between Chinese and American college students’ attitudes toward FRT. Chinese students view FRT as a beneficial tool for enhancing security and public order, reflecting the country’s emphasis on collective well-being and national governance. This aligns with China’s rapid technological advancement and centralized governance model, facilitating the swift adoption of new technologies like FRT. On the other hand, U.S. students express significant concerns about the privacy implications of FRT, reflecting their country’s decentralized approach to governance and cultural solid emphasis on individual rights. These findings illustrate how cultural and ideological contexts shape the adoption and acceptance of digital technologies in education.

Additionally, the research highlights the implications for educational institutions where FRT is being integrated into campus life to monitor attendance, ensure exam security, and enhance administrative efficiency. While these technologies offer practical benefits, they raise ethical questions about student privacy, consent, and the potential for surveillance overreach in educational environments.

This paper significantly contributes to comparative and international education by offering a novel comparative analysis of how two major world powers are integrating digital technologies into their educational systems. It contributes to the scholarly discourse on digital transformation by highlighting the role of cultural, ideological, and regulatory factors in shaping technological adoption. Furthermore, it expands on existing knowledge about the ethical challenges faced by FRT, providing insights directly applicable to ongoing debates about data justice, digital privacy, and educational policy in the context of AI and other emerging technologies.

In terms of scholarly originality, this research provides a unique cross-cultural perspective on FRT, a technology becoming increasingly pervasive in educational and societal contexts. By examining the ideological roots of technological acceptance and resistance, the paper offers a deeper understanding of the complex dynamics governing digital technologies’ implementation in different cultural settings. The comparative nature of the study also sheds light on the broader implications of digital transformation for education, particularly in addressing the digital divide and ensuring equitable access to technology.

As digital technologies continue to reshape education, this paper offers a timely and critical analysis of how FRT is adopted and perceived in two of the world’s leading economies: the U.S. and China. Against the backdrop of heightened technological competition between these nations in the “new cold war” era, this research underscores the importance of balancing innovation with ethical considerations, ensuring that the benefits of technological advancements are realized without compromising individual privacy or civil liberties. The U.S.-China relationship, defined by both cooperation and rivalry, serves as a key driver of global technological development, with implications for the future of education. By addressing the complex interplay between technology, culture, and governance in these two geopolitical powers, this paper contributes to the ongoing discourse on the future of education in a rapidly digitalizing world. It provides valuable insights for policymakers, educators, and technologists as they navigate the challenges and opportunities posed by digital transformation while also considering the broader geopolitical and technological competition that will shape educational practices and policies in the future.

Author

• Yi Wu, Penn State College of Education