Written by Aira Julie F. Gianan/THE RED CHRONICLES
Layout by Luis Marco Mendoza/THE RED CHRONICLES
In this era of hybrid education, law students find themselves at a crossroads of uncertainty blending online and in-person learning. It is a whole new world, and many are feeling unsure about which path suits them best. Some are drawn to the convenience of online learning, while others crave the energy of being in a physical classroom. Truly, the landscape is changing, and even the approach and coping mechanisms of law students are evolving. Just for instance, with the ease of online access, searching for cases has become significantly more convenient. Gone are the days of trekking to the law school library; now, legal resources such as citations, case digest, provisions of the law, and even PDF copies of books are just a click away. Despite the shared experience of hybrid classes, each student’s journey is marked by individual adjustments and a shifting mindset, reflecting the adaptability required in this rapidly changing educational environment.
Indeed, with the rise of social media, there has been a noticeable shift in how law students share their experiences. Whether it is to inspire others or simply to connect, platforms like Facebook, Twitter, TikTok, and Instagram have become virtual hubs for sharing insights, struggles, and triumphs. From posting about study tips to celebrating achievements, students are leveraging these platforms to build communities and support networks. Some use it to connect with peers and seek advice, while others see it as a way to document their journey through law school.
In recent times, there has been a noticeable surge in law students who tagged themselves as content creators taking to social media platforms to provide us with a front-row seat to their law school adventures. The once-hallowed halls of law school are now ringing with the clicks and swipes of smartphones capturing the highs and lows of the academic journey. From TikTok, Instagram, and Facebook stories to other social hangouts, students are sharing recitations, behind-the-scenes glimpses, and everything in between. While they intend to share the realities in law school and ideally inspire aspiring law students to enter the legal field, this practice also brings about negative consequences.
When we flaunt our law school adventures on social media, there is a danger of things going off script. The seemingly harmless act of sharing recitations and class moments may lead to unintended consequences. As an example of the circulation of law school class discussions on social media platforms, the Arellano University School (AUSL) has implemented a policy that bars students from recording or disseminating lectures without prior consent from professors.1 Dean Domingo Navarro expressed concerns regarding students recording class discussions and sharing it to social media platforms.2 The directive issued by the school stemmed from the concerning trend of unauthorized videos circulating on social media platforms, where the matters escalated with videos depicting students being scolded by their professor in online classes. Such instances not only compromise the privacy and dignity of the students and professor involved but also have detrimental effects on their mental health.
While the content creators may intend to showcase the realities of law school life, they should carefully consider the potential consequences before sharing such content. We cannot risk that our academic journey transforms into a public spectacle, and the pressure to perform for an online audience becomes a real concern. This shift in focus can disrupt the essence of legal education, overshadowing the depth of understanding and critical thinking we are here to cultivate. Moreover, the feelings of the student being scolded and the negative impact on their mental well-being should be prioritized over the desire to clout-chase. After all, the sacrifice of individuals’ well-being for the sake of a viral video is unjustifiable and is not worth it.
The foregoing situation raises concerns about the privacy and confidentiality of all the stakeholders involved and such a measure aligns with the principle that is outlined in the Republic Act No. 10173 also known as the Data Privacy Act that aims to safeguard the confidentiality of educational materials and present the integrity of academic discourse.3 The State aims to protect privacy rights in communication, ensure information flow for innovation, recognize ICT’s role in nation-building, and secure personal data in both public and private systems.4 As a result, students are strictly forbidden from recording, reproducing, dramatizing, translating, adapting or altering class lectures or dissertations intended for oral delivery, regardless of whether such content is documented in writing or any other form without the explicit permission of the professor. 5
In addition, as law students who advocate for the promotion of academic freedom, it becomes imperative to simultaneously respect the privacy of all educational stakeholders. In the case of Vivares vs. St. Theresa College,6 it was provided that the concept of privacy has evolved significantly over time, with technological progress playing a crucial role.7 Former Chief Justice Reynato S. Puno’s speech, “The Common Right to Privacy,”8 briefly outlines this evolution, emphasizing the three strands of privacy rights: locational or situational, informational, and decisional privacy.9 Among the three strands, informational privacy is relevant in this context, usually defined as the right of individuals to control information about themselves.10 The dissemination of videos involved specific information about the individual’s academic experiences and interactions without the consent of the professor and the student. Therefore, the unauthorized sharing of such information infringes upon the informational privacy rights by exposing their academic experiences to a wider audience such as Tiktok, Instagram and Facebook without their consent. However, these days in the information age, the value of privacy has been eroded. We can no longer guarantee our privacy. It has left many wondering whether there is such a thing as privacy anymore. 11
Candidly, we all want the freedom to share our thoughts and experiences without crossing lines that invade our personal space. When we are aware of the do’s and don’ts of online sharing, we can enjoy the perks of social media without accidentally causing a ruckus. It is all about freedom and responsibility, encouraging us to talk openly and use digital platforms thoughtfully for the good of all educational stakeholders involved. While social media undoubtedly brings its perks, we must be mindful of the potential risks it introduces in legal education. Furthermore, this sharing culture may inadvertently encourage unhealthy competition among students, shifting the focus from genuine learning to gaining popularity online. Social media can be a powerful tool for connectivity, information sharing, and even inspiration for aspiring law students. However, it is equally important to recognize the potential risks associated with this trend.
Thus, we must tread carefully to preserve the sanctity of the educational experience, finding a harmonious balance between sharing our academic journey and safeguarding the personal and private spaces that make our law school adventures unique. In this ever-evolving world, let us use social media wisely and ensure that the pursuit of legal knowledge remains the focal point of our educational journey. So before you hit that record, think twice or thrice. Remember, if you are not careful, you might just end up being caught on camera.
- Arellano Law School Bars Students from Recording, Reproducing Class Lectures without Prof’s Permission,” ABOGADO.COM.PH, September 14, 2023. ↩︎
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- Republic Act No. 10173, also known as the Data Privacy Act of 2012 (DPA), approved on August 15, 2012. ↩︎
- Republic Act No. 10173, also known as the Data Privacy Act of 2012 (DPA), approved on August 15, 2012, Section 2.
↩︎ - Data Privacy Council Education Sector, Advisory No. 2020-1: Data Privacy and Online Learning.
↩︎ - Rhonda Ave S. Vivares and Sps. Margarita and David Suzara v. St. Theresa’s College, Mylene Rheza T. Escudero, and John Does, G.R. No. 202666, September 29, 2014. ↩︎
- id ↩︎
- Puno, The Common Right to Privacy, supra note 20. ↩︎
- honda Ave S. Vivares and Sps. Margarita and David Suzara v. St. Theresa’s College, Mylene Rheza T. Escudero, and John Does, G.R. No. 202666, September 29, 2014.
↩︎ - id ↩︎
- Romano v. Steelcase, Inc. and Educational & Institutional Services Inc., Supreme Court of New York, Suffolk County, 30 Misc. 3d 426; 907 N.Y.S.2d 650; 2010 N.Y. Misc. Lexis 4538; 2010 NY Slip Op 20388, September 21, 2010, Decided. See also Kizza, Joseph Migga, Ethical and Social Issues in the Information Age, Third Edition, Springer-Verlag London Limited 2007, p. 109
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