Self-Regulated Learning as the Core of AI-Integrated Pedagogy

Hosted in collaboration with the AI in Education at Oxford University (AIEOU), this presentation explores the intersection of self-regulated learning (SRL) and AI-driven environments, arguing that the outsourcing of cognitive tasks necessitates a more robust development of metacognition and evaluative judgment.

By analysing the digital traces of learner-AI interactions, we can shift from a product-oriented model of instruction to a process-oriented science of learning.

This event will take place in person in Seminar Room A, Department of Education, University of Oxford, and will also be live-streamed. Those who are unable to attend in person are warmly invited to register and join us online.

As generative AI becomes part of student learning, the primary challenge for education is no longer the technology itself, but the preservation and enhancement of student cognitive agency.

This session examines how we can design educational experiences that leverage AI to scaffold deep learning and self-regulation, ensuring that the technology serves to augment, rather than displace, the human learning process.

The session will offer space for critical reflection and dialogue. Participants are warmly invited to engage in conversations about how AI-integrated pedagogy can be designed to enhance learner agency and metacognitive development within their own contexts.

Speaker Bio

Professor Jason M. Lodge, PHEA, is Professor of Educational Psychology and Director of the Learning, Instruction, and Technology Lab in the School of Education at The University of Queensland, Australia.

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.

Jason’s research informs educational policy and practice across Australia and internationally. He serves as an expert advisor for the Australian Government and OECD, applying his work to enhance equitable learning for all students.