SESSION OVERVIEW
Navigating the integration of AI into tertiary education is proving to be enormously complex. The focus must move beyond the emphasis on cheating and a reliance on flawed AI detection software to address the core student experience: a “competency paradox” where students use AI for efficiency while fearing it erodes their critical skills. As students are primarily seeking clear guidance, a proactive approach is needed to position students as essential co-designers and relational partners in teaching and learning. This approach should incorporate policy co-design, ensuring equity against algorithmic bias, and safeguarding student data, as outlined in the forthcoming Australian Framework for Artificial Intelligence in Higher Education.
PRESENTER
Professor Jason M. Lodge, PFHEA, is a Professor of Educational Psychology and Director of the Learning, Instruction, and Technology Lab in the School of Education at The University of Queensland. His work explores the cognitive and emotional mechanisms of learning with digital technologies, addressing critical questions of how technology, particularly AI, is shaping learning and education. He serves as an expert advisor for the Australian Government and OECD, applying his work to enhance equitable learning for all students.