To maintain student demographics, academic records, and grades, higher education institutions (HEI) frequently use a variety of systems, including learning management systems (LMS). The adoption of LMS in HEI has been found to be significantly impacted by privacy concerns. While the aim of learning analytics is to enhance the quality and efficacy of the educational experience in practice, it has become a primary driver of student anxiety regarding digital ethics and a perceived breach of trust, as students fear their personal information may be misused or inadequately protected. This study aimed to examine the impact of perceived privacy risk, perceived privacy control, trusting beliefs, and non-self-disclosure behavior on predicting students’ privacy concerns. With a sample size of 172 participants, sufficient statistical power was ensured to identify significant predictors of students’ privacy concerns, utilizing the validated Students’ Privacy Concerns (SPICE) questionnaire. Findings suggest that students who perceive higher privacy risks tend to report greater privacy concerns. On the other hand, students who feel more in control of their privacy tend to express fewer privacy concerns. Students with stronger trusting beliefs reported higher privacy concerns, while students who refrain from self-disclosure are more likely to report higher privacy concerns. By consolidating research insights, this study advances understanding and predicting students’ privacy concerns in higher education, which must acknowledge that data collection is not neutral to students. The practical implications highlight the need to reduce students’ privacy concerns by enhancing their control within LMSs, promoting transparency, and strengthening educators’ privacy-related competencies.