This article addresses the use of facial recognition technologies (FRT) in the university setting, focusing on their implementation during the COVID-19 pandemic at the National University of Distance Education (UNED).
The rapid growth of these biometric technologies and their application in education, particularly in remote assessment, is highlighted. However, the authors point out several technical, legal, and ethical limitations, warning of the impact these technologies may have on disadvantaged and racialized students, as well as the lack of a clear regulatory framework in many countries.
The specific case of UNED is presented as an example of the challenges faced by educational institutions in trying to ensure academic integrity in online exams using FRT. Mobility restrictions forced the university to explore alternatives to its traditional in-person exams, proposing the use of these technologies. Nevertheless, issues related to the reliability of the technology, data privacy protection, and potential discrimination against students with fewer resources or inadequate equipment are detailed.
Finally, the authors recommend applying the precautionary principle before implementing technologies like facial recognition in academic assessment. They emphasize the importance of considering both the privacy risks to students and the potential inequalities that could arise, suggesting that any adoption of these technologies should be approached cautiously and with a strong ethical and legal foundation.
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How to cite: Aznarte, J. L., Melendo Pardo, M., & Lacruz López, J. M. (2022). On the Use of Facial Recognition Technologies in University: the UNED Case. RIED. Revista Iberoamericana de Educación a Distancia, 25(1), 261–277. https://doi.org/10.5944/ried.25.1.31533
