Assessing Information Privacy Awareness, Expectations, and Confidence of Students: Evidence from a Diagnostic Survey in a Developing Country’s Higher Education Sector

Abstract

The protection of personal information has become a defining challenge for higher education institutions, particularly in developing contexts where regulatory frameworks are often strong on paper but weak in practice. This study investigates student perceptions of privacy within Zimbabwe’s higher education system, focusing on three constructs: awareness, expectations, and confidence across nine core privacy components derived from international principles (FIPPs, OECD, GDPR) and the Zimbabwe Data Protection Act (ZDPA). Using survey data from 287 students across diverse programmes and modes of study, descriptive and comparative analyses reveal a striking pattern: students demonstrate high awareness and very strong expectations, yet their confidence in institutional compliance remains significantly lower. The largest deficits were found in privacy education, consent, and notice/openness, suggesting that institutions are perceived as technically competent in data handling but weak in transparency, accountability, and student engagement. The research extends privacy perception models by considering the discrepancy between the students’ expectations and the institutional trust. It also encourages universities to go beyond mere compliance by implementing concrete measures such as privacy training, clear consent, and frequent data audits. The findings contribute to global debates on privacy by offering evidence from the Global South, showing that the key challenge is not student ignorance but institutional trustworthiness. Bridging this awareness-confidence gap is essential for building a privacy-conscious academic environment.