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Professor Jason Lodge
Professor

Jason Lodge

Email: 
Phone: 
+61 7 336 56506

Overview

Background

Professor Jason M. Lodge is an educator, psychological scientist, and an internationally recognised authority on learning, educational technology, and artificial intelligence. His work focuses on translating evidence into effective and practical strategy for public and private sector organisations, including, but not limited to, educational institutions and departments of education and training.

He serves as an expert advisor on learning and AI to prominent international bodies, including UNESCO and the OECD. In Australia, he advises the National Ministerial Task Force on Artificial Intelligence in Education and the Tertiary Education Quality and Standards Agency (TEQSA). For TEQSA, he led the development of the Assessment Reform for the Age of Artificial Intelligence resource, a framework that has informed assessment policy and practice globally.

Professor Lodge’s research and leadership are supported by over $5.3 million in competitive funding and numerous accolades, including being named in the top 2% of scientists worldwide. His experience includes academic leadership roles at The University of Queensland, board memberships for higher education institutions, and extensive public speaking and media commentary on the future of education and learning.

Availability

Professor Jason Lodge is:
Available for supervision
Media expert

Qualifications

  • Bachelor of Psychology, James Cook University
  • Bachelor (Honours), James Cook University
  • Graduate Certificate in Tertiary Teaching, James Cook University
  • Masters (Coursework) of Higher Education, Macquarie University
  • Doctor of Philosophy, James Cook University
  • Graduate Certificate in Business (Management), Monash University
  • Masters (Coursework), University of Sydney

Research interests

  • Educational psychology

  • Educational technology

  • Higher education

  • Learning sciences

  • Artificial intelligence

Works

Search Professor Jason Lodge’s works on UQ eSpace

161 works between 2010 and 2025

1 - 20 of 161 works

2025

Conference Publication

Understanding the drivers of success in secondary-to-tertiary transitions

Long, Rowena, Moser, Felicity, Macdonald, Doune, Lodge, Jason M., Greco, Sarah, Woolcock, Liz, Ma, Tianyi, Anderson, Kimberley and Shepherd, Kate (2025). Understanding the drivers of success in secondary-to-tertiary transitions. Students Transitions Achievement Retention & Success Conference (STARS), Cairns, QLD Australia, 1 - 2 July 2025.

Understanding the drivers of success in secondary-to-tertiary transitions

2025

Journal Article

Emotionally enriched feedback via generative AI

Alsaiari, Omar, Baghaei, Nilufar, Lahza, Hatim, Lodge, Jason, Boden, Marie and Khosravi, Hassan (2025). Emotionally enriched feedback via generative AI. Computers and Education. doi: 10.48550/arXiv.2410.15077

Emotionally enriched feedback via generative AI

2025

Journal Article

Summarise, elaborate, try again: exploring the effect of feedback literacy on AI-enhanced essay writing

Hawkins, Brittany, Taylor-Griffiths, Daniel and Lodge, Jason M. (2025). Summarise, elaborate, try again: exploring the effect of feedback literacy on AI-enhanced essay writing. Assessment and Evaluation in Higher Education, 1-13. doi: 10.1080/02602938.2025.2492070

Summarise, elaborate, try again: exploring the effect of feedback literacy on AI-enhanced essay writing

2025

Journal Article

Empowering human research ethics committees to review genomics applications: evaluating the utility of a custom online education resource

McGahan, Ella, Berkman, Jennifer, Milne, David, Terrill, Bronwyn, Gear, Russell, Gardiner, Susan, Eckstein, Lisa, Nicol, Dianne, Taylor, Natalie, Winship, Ingrid, McWhirter, Rebekah, Nisselle, Amy, Lodge, Jason and McInerney-Leo, Aideen (2025). Empowering human research ethics committees to review genomics applications: evaluating the utility of a custom online education resource. European Journal of Human Genetics, 33 (7) 5, 1-11. doi: 10.1038/s41431-025-01846-5

Empowering human research ethics committees to review genomics applications: evaluating the utility of a custom online education resource

2025

Journal Article

What generative Artificial Intelligence priorities and challenges do senior Australian educational policy makers identify (and why)?

Bower, Matt, Henderson, Michael, Slade, Christine, Southgate, Erica, Gulson, Kalervo and Lodge, Jason (2025). What generative Artificial Intelligence priorities and challenges do senior Australian educational policy makers identify (and why)?. AER, 52 (3), 2069-2094. doi: 10.1007/s13384-025-00801-z

What generative Artificial Intelligence priorities and challenges do senior Australian educational policy makers identify (and why)?

2025

Journal Article

Capturing multi-layered regulated learning in collaboration

Yang, Suijing, Lodge, Jason M. and Brooks, Cameron (2025). Capturing multi-layered regulated learning in collaboration. Metacognition and Learning, 20 (1) 2, 1-39. doi: 10.1007/s11409-024-09409-7

Capturing multi-layered regulated learning in collaboration

2024

Journal Article

Emerging technologies and research ethics: Developing editorial policy using a scoping review and reference panel

Knight, Simon, Viberg, Olga, Mavrikis, Manolis, Kovanović, Vitomir, Khosravi, Hassan, Ferguson, Rebecca, Corrin, Linda, Thompson, Kate, Major, Louis, Lodge, Jason, Hennessy, Sara and Cukurova, Mutlu (2024). Emerging technologies and research ethics: Developing editorial policy using a scoping review and reference panel. PLoS One, 19 (10) e0309715, 1-18. doi: 10.1371/journal.pone.0309715

Emerging technologies and research ethics: Developing editorial policy using a scoping review and reference panel

2024

Book Chapter

Assessing in the age of AI: is critical thinking the answer?

Lodge, Jason M., Ellerton, Peter, Zaphir, Luke and Brown, Deborah (2024). Assessing in the age of AI: is critical thinking the answer?. Artificial intelligence applications in K-12: theories, ethics, and case studies for schools. (pp. 24-37) New York, NY, United States: Routledge. doi: 10.4324/9781003440192-3

Assessing in the age of AI: is critical thinking the answer?

2024

Book Chapter

The relational turn in student engagement

Matthews, Kelly E., Lodge, Jason M. and Johnstone, Melissa (2024). The relational turn in student engagement. Research Handbook on Student Engagement in Higher Education. (pp. 28-38) edited by Cathy Stone and Sarah O'Shea. Cheltenham, United Kingdom: Edward Elgar Publishing. doi: 10.4337/9781035314294.00012

The relational turn in student engagement

2024

Journal Article

Don’t be abstract: Crafting an impactful abstract for educational technology research

Corrin, Linda, Huijser, Henk, Han, Feifei and Lodge, Jason (2024). Don’t be abstract: Crafting an impactful abstract for educational technology research. Australasian Journal of Educational Technology, 40 (2) 9938, 1-11. doi: 10.14742/ajet.9938

Don’t be abstract: Crafting an impactful abstract for educational technology research

2024

Journal Article

AI in the wild : How students are using generative AI in their learning

Lodge, Jason (2024). AI in the wild : How students are using generative AI in their learning. Pacific Journal of Technology Enhanced Learning, 6 (1), 1. doi: 10.24135/pjtel.v6i1.176

AI in the wild : How students are using generative AI in their learning

2024

Journal Article

Humanising peer review with artificial intelligence: paradox or panacea?

Crawford, Joseph, Allen, Kelly-Ann and Lodge, Jason (2024). Humanising peer review with artificial intelligence: paradox or panacea?. Journal of University Teaching and Learning Practice, 21 (1) 70. doi: 10.53761/xeqvhc70

Humanising peer review with artificial intelligence: paradox or panacea?

2024

Journal Article

Exploring students’ conceptions of project-based learning: implications for improving engineering pedagogy

Hasan, Mahbub, Lodge, Jason M., Karim, Azharul and Khan, Md. Shahadat Hossain (2024). Exploring students’ conceptions of project-based learning: implications for improving engineering pedagogy. IEEE Transactions on Education, 67 (2), 234-244. doi: 10.1109/te.2023.3348523

Exploring students’ conceptions of project-based learning: implications for improving engineering pedagogy

2024

Journal Article

A step-by-step guide on how NOT to get published in a high-impact educational technology journal

Lodge, Jason M., Deakin, Linda Corrin, Huijser, Henk and Han, Feifei (2024). A step-by-step guide on how NOT to get published in a high-impact educational technology journal. Australasian Journal of Educational Technology, 40 (1), 1-5. doi: 10.14742/ajet.9492

A step-by-step guide on how NOT to get published in a high-impact educational technology journal

2024

Journal Article

Intensive modes of study and the need to focus on the process of learning in Higher Education

Lodge, Jason M. and Ashford-Rowe, Kevin (2024). Intensive modes of study and the need to focus on the process of learning in Higher Education. Journal of University Teaching and Learning Practice, 21 (2) 2. doi: 10.53761/1.21.2.02

Intensive modes of study and the need to focus on the process of learning in Higher Education

2024

Book Chapter

Theory and learning analytics, a historical perspective

Lodge, Jason M., Knight, Simon and Kitto, Kirsty (2024). Theory and learning analytics, a historical perspective. Theory informing and arising from learning analytics. (pp. 3-18) edited by Kathryn Bartimote, Sarah K. Howard and Dragan Gašević. Cham, Switzerland: Springer Nature Switzerland. doi: 10.1007/978-3-031-60571-0_1

Theory and learning analytics, a historical perspective

2024

Journal Article

Validation study of the Italian version of the Self-regulation for Learning Online (SRL-O) questionnaire in university students

Tarchi, Christian, Vettori, Giulia, Lodge, Jason M. and Broadbent, Jaclyn (2024). Validation study of the Italian version of the Self-regulation for Learning Online (SRL-O) questionnaire in university students. BPA Applied Psychology Bulletin, 82 (299), 49-61. doi: 10.26387/bpa.2024.00004

Validation study of the Italian version of the Self-regulation for Learning Online (SRL-O) questionnaire in university students

2023

Journal Article

AJET in 2023: reflections on educational technology, people, and bibliometrics

Corrin, Linda, Thompson, Kate and Lodge, Jason M. (2023). AJET in 2023: reflections on educational technology, people, and bibliometrics. Australasian Journal of Educational Technology, 39 (6) 9277, 1-8. doi: 10.14742/ajet.9277

AJET in 2023: reflections on educational technology, people, and bibliometrics

2023

Journal Article

AI in tertiary education: progress on research and practice

Thompson, Kate, Corrin, Linda and Lodge, Jason M. (2023). AI in tertiary education: progress on research and practice. Australasian Journal of Educational Technology, 39 (5), 1-7. doi: 10.14742/ajet.9251

AI in tertiary education: progress on research and practice

2023

Conference Publication

Adapting assessment for/despite generative artificial intelligence: a national guidance framework

Lodge, Jason M., Henderson, Michael, Slade, Christine and Deneen, Chris (2023). Adapting assessment for/despite generative artificial intelligence: a national guidance framework. ASCILITE 2023 People, Partnerships and Pedagogies, Christchurch, New Zealand and online, 3-6 December 2023. Christchurch, New Zealand: ASCILITE. doi: 10.14742/apubs.2023.554

Adapting assessment for/despite generative artificial intelligence: a national guidance framework

Funding

Current funding

  • 2024 - 2025
    Understanding the drivers of success in secondary-to-tertiary transitions
    Education Horizon
    Open grant
  • 2023 - 2027
    Implementing integrated psychological and physical care for Australians after road traffic injury
    NHMRC MRFF Clinician Researchers: Nurses, Midwives and Allied Health Grant
    Open grant

Past funding

  • 2022
    Modes of delivery in higher education
    Commonwealth Department of Education, Skills and Employment
    Open grant

Supervision

Availability

Professor Jason Lodge is:
Available for supervision

Before you email them, read our advice on how to contact a supervisor.

Available projects

  • Self-regulated learning and technology

Supervision history

Current supervision

  • Doctor Philosophy

    Do we learn differently from print and digital text?

    Principal Advisor

    Other advisors: Dr Kate McLay

  • Doctor Philosophy

    The influence of learning strategy instruction on academic self-concept development in enabling students

    Principal Advisor

    Other advisors: Associate Professor Rachel Fitzgerald

  • Doctor Philosophy

    A meta-model of self-regulated learning to facilitate transition to higher education

    Principal Advisor

    Other advisors: Associate Professor Elizabeth Edwards

  • Doctor Philosophy

    Inquiry learning vs. teacher directed instruction: A critical synthesis and analysis

    Principal Advisor

    Other advisors: Associate Professor Jodie Miller

  • Doctor Philosophy

    Impact of learning modes and physical proximity on self-regulated learning and university transition in a digital and AI-driven world

    Principal Advisor

  • Doctor Philosophy

    Skyrocketing students¿ study strategies: The IMPACT Framework and STAR Voyage I intervention

    Principal Advisor

    Other advisors: Dr Louise Ainscough

  • Doctor Philosophy

    Personalising the First Year Experience: Using co-regulation pedagogical strategies to enhance student sense of autonomy, competence and connectedness

    Principal Advisor

    Other advisors: Dr Stephanie Macmahon

  • Doctor Philosophy

    Study Strategies in Health Professions Education

    Principal Advisor

    Other advisors: Associate Professor Allison Mandrusiak, Associate Professor Roma Forbes

  • Doctor Philosophy

    Engaging Senior Citizens with Cyber Safety through Educational Games

    Associate Advisor

    Other advisors: Dr Marie Boden, Dr Hassan Khosravi, Dr Nell Baghaei

  • Doctor Philosophy

    Self-deception and Learning: Implications for Educators

    Associate Advisor

    Other advisors: Dr Peter Ellerton

Completed supervision

Media

Enquiries

Contact Professor Jason Lodge directly for media enquiries about:

  • Educational psychology
  • Educational technology
  • Emotion in learning
  • Higher education
  • Learning
  • Learning sciences
  • Science of learning

Need help?

For help with finding experts, story ideas and media enquiries, contact our Media team:

communications@uq.edu.au