"We'll Fix It Later": Education, AI, and the Deferral of Privacy in EdTech

Abstract:Educational technology (EdTech) platforms collect highly sensitive student data, including behavioral logs, disability records, and academic histories. However, privacy considerations are often postponed rather than treated as a foundational design requirement. We present a mixed-methods study combining 12 semi-structured interviews with EdTech professionals and a privacy policy audit of 48 platforms coded across five dimensions, with strong inter-rater reliability (mean Cohen's Kappa = 0.781). Our interviews reveal a recurring organizational pattern in which privacy is recognized as important but deferred across the product lifecycle as organizations prioritize product functionality, growth, funding, and immediate educational outcomes. Responsibility is often delegated to cloud providers, policy documents, or downstream institutions, while limited privacy-related feedback gives organizations little pressure to change these practices. The policy analysis reflects these patterns: platforms describe what data they collect relatively well but provide substantially less information about how that data is subsequently governed. Thirty-three percent make no meaningful Artificial Intelligence (AI) disclosure despite visible AI features, and 73% provide only generic accountability and breach-response language. K-12 platforms perform better on children's consent where regulation creates explicit requirements, but this advantage does not extend to AI governance or accountability. These findings suggest that meaningful improvement requires enforceable institutional and regulatory mechanisms rather than voluntary privacy commitments alone.

Computers and Society (cs.CY); Artificial Intelligence (cs.AI)

arXiv:2609.28137 [cs.CY]

(or arXiv:2609.28137v1 [cs.CY] for this version)

https://doi.org/10.48550/arXiv.2609.28137 Focus to learn more arXiv-issued DOI via DataCite (pending registration)

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