| Title: |
Transition Pedagogy in the Age of AI: The Role of Self-Regulated Learning |
| Language: |
English |
| Authors: |
Lisa-Angelique Lim; Louise Ainscough; Chris Deneen; Helena Pacitti; Daniel Taylor-Griffiths; Sally A. Male; Sarah Frankland |
| Source: |
Student Success. 2025 16(3):57-66. |
| Availability: |
Queensland University of Technology. QUT Library, GPO Box 2434, Brisbane, OLD 4001, Australia. Tel: +61-07-3138-5345; e-mail: journal@unistars.org; Web site: https://studentsuccessjournal.org/ |
| Peer Reviewed: |
Y |
| Page Count: |
10 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Artificial Intelligence; Learning Strategies; Self Management; Teaching Methods; Educational Change; Higher Education; Universities; Technology Uses in Education; Technology Integration; Student Adjustment |
| ISSN: |
2205-0795 |
| Abstract: |
Generative artificial intelligence (genAI) has the potential to change how we teach and how students learn. While genAI can support learning by offering personalised assistance, improving efficiency, and providing feedback, there are concerns that students may become overly dependent on it, potentially offloading their cognitive and metacognitive processes. This article explores the role of transition pedagogy in navigating the use of genAI for teaching and learning and proposes that self-regulated learning provides the skills that students need in this new learning environment. The challenges and opportunities of genAI are applied to the transition pedagogy principles, with recommendations for educators. We conclude that transition pedagogy remains crucial in the age of genAI, offering a framework for educators to guide students in using genAI intentionally - to enhance rather than hinder their learning. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1490203 |
| Database: |
ERIC |