The rapid adoption of digital technologies during COVID-19 lockdowns offers a unique perspective on differences in privacy cultures. In this study, we compare how cultural predisposition and identities relate to privacy during the transition to remote learning in higher education in Estonia, France, and Israel. We conducted 83 in-depth interviews with academics, who talked about their adoption of communication technologies and strategies for managing their self-presentation and relations with others. Patterns of tech adoption were most reflective of distinct privacy predispositions, with those coming from privacy-sensitive cultures conveying an individual and institutional resistance to privacy-invasive technologies. However, strategies for self-management in response to new patterns of visibility were similar across countries. Our findings make three contributions to privacy research: they (1) show how different identities (professional, national) underpin privacy attitudes and behaviors; (2) demonstrate the multidimensionality of privacy; and (3) point to institutional decision-making as the critical point for privacy-protecting interventions.

中文翻译：

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动荡时刻：爱沙尼亚、法国和以色列高等教育在 COVID-19 期间转向远程学习时的隐私考虑


COVID-19 封锁期间数字技术的快速采用为了解隐私文化的差异提供了独特的视角。在这项研究中，我们比较了爱沙尼亚、法国和以色列高等教育向远程学习过渡期间文化倾向和身份与隐私的关系。我们对学者进行了 83 次深度访谈，他们谈论了他们采用的沟通技术以及管理自我表现和与他人关系的策略。技术采用模式最能反映不同的隐私倾向，来自隐私敏感文化的技术采用模式传达了个人和机构对侵犯隐私的技术的抵制。然而，各国针对新的可见度模式的自我管理策略是相似的。我们的研究结果对隐私研究做出了三项贡献：（1）展示了不同的身份（专业、国家）如何支撑隐私态度和行为； （2）展现隐私的多维性； (3) 将机构决策视为隐私保护干预措施的关键点。