Bridging the gap between Information Technology ethics education and information privacy practices among computer professionals

Abstract As developing digital economies expand, ensuring information privacy relies heavily on the ethical judgment of information technology professionals. This study empirically evaluates a higher-order measurement framework of privacy self-regulatory efficacy to identify critical competency gaps in current computing curricula. Utilizing a cross-sectional survey design, data were collected from 403 active computer professionals in Dhaka, Bangladesh, and analyzed via partial least squares structural equation modeling. the conceptual framework positions privacy efficacy as a higher-order construct reflected by three distinct dimensions: protection, non-distribution, and non-acquisition. The empirical results confirm that all three dimensions significantly reflect the overarching construct. Notably, non-acquisition, which is the ability to refuse unnecessary data collection, emerged as the most substantial component ( β = 0.495, t = 36.566, p < 0.001). These findings highlight a critical pedagogical gap, indicating that academic programs must pivot from exclusively prioritizing technical data gathering to explicitly embedding ethical data minimization practices within core technical modules.