
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
Fields of research
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
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Educational psychology
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Educational technology
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Higher education
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Learning sciences
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Artificial intelligence
Works
Search Professor Jason Lodge’s works on UQ eSpace
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.
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
Supervision
Availability
- Professor Jason Lodge is:
- Available for supervision
Before you email them, read our advice on how to contact a supervisor.
Available projects
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Self-regulated learning and technology
Supervision history
Current supervision
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Doctor Philosophy
Do we learn differently from print and digital text?
Principal Advisor
Other advisors: Dr Kate McLay
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Doctor Philosophy
The influence of learning strategy instruction on academic self-concept development in enabling students
Principal Advisor
Other advisors: Associate Professor Rachel Fitzgerald
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Doctor Philosophy
A meta-model of self-regulated learning to facilitate transition to higher education
Principal Advisor
Other advisors: Associate Professor Elizabeth Edwards
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Doctor Philosophy
Inquiry learning vs. teacher directed instruction: A critical synthesis and analysis
Principal Advisor
Other advisors: Associate Professor Jodie Miller
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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
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Doctor Philosophy
Skyrocketing students¿ study strategies: The IMPACT Framework and STAR Voyage I intervention
Principal Advisor
Other advisors: Dr Louise Ainscough
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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
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Doctor Philosophy
Study Strategies in Health Professions Education
Principal Advisor
Other advisors: Associate Professor Allison Mandrusiak, Associate Professor Roma Forbes
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Doctor Philosophy
Engaging Senior Citizens with Cyber Safety through Educational Games
Associate Advisor
Other advisors: Dr Marie Boden, Dr Hassan Khosravi, Dr Nell Baghaei
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Doctor Philosophy
Self-deception and Learning: Implications for Educators
Associate Advisor
Other advisors: Dr Peter Ellerton
Completed supervision
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2023
Doctor Philosophy
Exploring Regulated Learning in Collaboration in Higher Education
Principal Advisor
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2024
Doctor Philosophy
The shifting and evolving practice of design: (Re)conceptualising design facilitation
Associate Advisor
Other advisors: Professor Cara Wrigley
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2023
Doctor Philosophy
Relationship, engagement, and culture: Exploring the conceptions of students as partners in Chinese higher education
Associate Advisor
Other advisors: Professor Kelly Matthews
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2022
Master Philosophy
Design Thinking-Learning and its impact on students' learning for the 21st century.
Associate Advisor
Other advisors: Associate Professor Deanne Gannaway
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2020
Doctor Philosophy
Engineering students' conceptions of, and approaches to, project-based learning: a phenomenographic inquiry
Associate Advisor
Other advisors: Emeritus Professor Peter Renshaw
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
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