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
2026
Other Outputs
Assuring quality learning in a gen AI-integrated future: The role of adaptive capabilities
Lodge, Jason M., de Barba, Paula, Ainscough, Louise, Brazil, Jonathan R., Broadbent, Jaclyn, Ebbert, Daniel, Frankland, Sarah, Gabriel, Florence, Gašević, Dragan, Hennicke, Ted, Lim, Lisa-Angelique, Male, Sally A., Mirriahi, Negin, Oliveira, Eduardo A., Pacitti, Helena, Raković, Mladen, Russell, Joanne, Taylor-Griffiths, Daniel and Yang, Suijing (2026). Assuring quality learning in a gen AI-integrated future: The role of adaptive capabilities. Canberra, ACT, Australia: Tertiary Education Quality and Standards Agency.
2026
Journal Article
Redefining educational technology: a critical collaborative inquiry
Bozkurt, Aras, Crompton, Helen, Farrow, Robert, Kukulska-Hulme, Agnes, Dron, Jon, West, Richard, Palalas, Agnieszka (Aga), Bower, Matt, Xiao, Junhong, Tlili, Ahmed, Henriksen, Danah, Pazurek, Angelica, Huijser, Henk, Chiu, Thomas K. F., Jandrić, Petar, Jordan, Katy, Curry, John, Kimmons, Royce, Cukurova, Mutlu, Reeves, Thomas, Hwang, Gwo-Jen, Shea, Peter, Lodge, Jason, Weller, Martin, Ng, Davy and Asino, Tutaleni Iita (2026). Redefining educational technology: a critical collaborative inquiry. Open Praxis, 18 (2), 192-211. doi: 10.55982/openpraxis.18.2.1117
2026
Conference Publication
WOULD THE REAL TEACHER PLEASE STAND UP? IMPOSTER SYNDROME, METACOGNITION AND THE CONFERENCE EXPERIENCE
Furey, Eoghan, Blue, Juanita and Lodge, Jason M. (2026). WOULD THE REAL TEACHER PLEASE STAND UP? IMPOSTER SYNDROME, METACOGNITION AND THE CONFERENCE EXPERIENCE. IATED. doi: 10.21125/edulearn.2026.1896
2026
Journal Article
Directive, metacognitive, or a blend of both? A comparison of AI-generated feedback types on student engagement, confidence, and outcomes
Alsaiari, Omar, Baghaei, Nilufar, Lodge, Jason M., Noroozi, Omid, Gašević, Dragan, Boden, Marie and Khosravi, Hassan (2026). Directive, metacognitive, or a blend of both? A comparison of AI-generated feedback types on student engagement, confidence, and outcomes. Computers and Education: Artificial Intelligence, 10 100553, 1-14. doi: 10.1016/j.caeai.2026.100553
2026
Journal Article
Co-regulated learning in online private student shat groups
Cooke, Elizabeth, Yang, Suijing, Taylor-Griffiths, Daniel and Lodge, Jason M. (2026). Co-regulated learning in online private student shat groups. Internet and Higher Education, 69 101070, 1-11. doi: 10.1016/j.iheduc.2025.101070
2026
Other Outputs
The Castlereagh Statement: A cross-sector call to action on Australian education and training in the age of AI
Liu, Danny, Lodge, Jason M. and Ford, Katie (2026). The Castlereagh Statement: A cross-sector call to action on Australian education and training in the age of AI.
2025
Other Outputs
Australian framework for artificial intelligence in higher education
Lodge, Jason M., Bower, Matt, Gulson, Kalervo, Henderson, Michael, Slade, Christine and Southgate, Erica (2025). Australian framework for artificial intelligence in higher education. Perth, WA, Australia: Australian Centre for Student Equity and Success.
2025
Other Outputs
Australian Framework for Artificial Intelligence in Higher Education
Lodge, J. M., Bower, M., Gulson, K., Henderson, M., Slade, C. and Southgate, E. (2025). Australian Framework for Artificial Intelligence in Higher Education. Australian Centre for Student Equity and Success, Curtin University of Technology, Western Australia.
2025
Journal Article
Assessment after artificial intelligence: the research we should be doing
Corbin, Thomas, Bearman, Margaret, Boud, David, Crawford, Nicole, Dawson, Phillip, Fawns, Tim, Henderson, Michael, Lodge, Jason, Luo, Jiahui Jess, Matthews, Kelly, Nicola-Richmond, Kelli, Nieminen, Juuso, Pepperell, Nicole, Swiecki, Zachari, Tai, Joanna and Walton, Jack (2025). Assessment after artificial intelligence: the research we should be doing. Journal of University Teaching and Learning Practice, 22 (7) 804. doi: 10.53761/w3x5y804
2025
Journal Article
Emotionally enriched AI-generated feedback: supporting student well-being without compromising learning
Alsaiari, Omar, Baghaei, Nilufar, Lahza, Hatim, Lodge, Jason M., Boden, Marie and Khosravi, Hassan (2025). Emotionally enriched AI-generated feedback: supporting student well-being without compromising learning. Computers and Education, 239 105363, 105363. doi: 10.1016/j.compedu.2025.105363
2025
Journal Article
Implementing an integrated psychological and physical intervention in routine physiotherapy practice for patients with musculoskeletal road traffic injury: protocol for a hybrid implementation-effectiveness type III cluster randomised controlled trial
Sterling, Michele, Xie, Yanfei, Papic, Christopher, Carvalho-e-Silva, Ana Paula, Eather, Chloe-Emily, Forbes, Roma, Lodge, Jason, Ware, Robert S., Foster, Nadine E., Treleaven, Julia, Slater, Helen, Tuffaha, Haitham, Peek, Kerry, Lynch, Johanna, O’Leary, Shaun, Rebbeck, Trudy, French, Simon, Evans, Kerrie, Austin, Tim, Brentnall, David, Nicholas, Michael, Hodkinson, Emily and Elphinston, Rachel A. (2025). Implementing an integrated psychological and physical intervention in routine physiotherapy practice for patients with musculoskeletal road traffic injury: protocol for a hybrid implementation-effectiveness type III cluster randomised controlled trial. Implementation Science, 20 (1) 51. doi: 10.1186/s13012-025-01464-1
2025
Other Outputs
Enacting assessment reform in a time of artificial intelligence
Lodge, Jason M., Bearman, Margaret, Dawson, Phillip, Gniel, Helen, Harper, Rowena, Liu, Danny, McLean, Jan and Ucnik, Lenka (2025). Enacting assessment reform in a time of artificial intelligence. Melbourne, VIC Australia: Tertiary Education Quality and Standards Agency.
2025
Journal Article
The role of expertise in design facilitation practice: a systematic review
Mosely, Genevieve, Markauskaite, Lina, Lodge, Jason M. and Wrigley, Cara (2025). The role of expertise in design facilitation practice: a systematic review. Design Studies, 100 101342, 1-51. doi: 10.1016/j.destud.2025.101342
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
Distinguishing performance gains from learning when using generative AI
Yan, Lixiang, Greiff, Samuel, Lodge, Jason M. and Gašević, Dragan (2025). Distinguishing performance gains from learning when using generative AI. Nature Reviews Psychology, 4 (7), 435-436. doi: 10.1038/s44159-025-00467-5
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
Supervision
Availability
- Professor Jason Lodge is:
- Available for supervision
Looking for a supervisor? Read our advice on how to choose a supervisor.
Available projects
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Self- and co-regulated learning with technology (including AI)
The research in the Learning, Instruction & Technology Lab focuses on self and co-regulated learning in the context of digital technologies, including AI. I'm sorry but I cannot take on candidates proposing projects outside this area.
Please also note that prospective candidates should have an academic background in education, psychology, or, preferably, both areas.
Supervision history
Current supervision
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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
Study Strategies in Health Professions Education
Principal Advisor
Other advisors: Associate Professor Allison Mandrusiak, Associate Professor Roma Forbes
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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
Navigating Changing Learning Environments: Supporting Self-Regulated Learning in Biomedical Science
Associate Advisor
Other advisors: Associate Professor Kay Colthorpe, Dr Louise Ainscough
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Doctor Philosophy
Investigating Motivated Irrationality
Associate Advisor
Other advisors: Dr Peter Ellerton
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Doctor Philosophy
Artificial Intelligence for Educational Feedback
Associate Advisor
Other advisors: Dr Marie Boden, Dr Hassan Khosravi, Associate Professor Nell Baghaei
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Doctor Philosophy
Exploring the Impact of Artificial Intelligence (AI) on the Application of Cognitive Skills through Non-Cognitive Skill Enhancement in Medical Education
Associate Advisor
Other advisors: Dr Christian Gray, Associate Professor Joan Li
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Master Philosophy
The use of Generative Artificial Intelligence in secondary schools in Queensland, Australia: A casestudy of policy enactment
Associate Advisor
Other advisors: Associate Professor Ian Hardy
Completed supervision
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2026
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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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
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2022
Master Philosophy
Design Thinking-Learning and its impact on students' learning for the 21st century.
Associate Advisor
Other advisors: 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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