Transition Pedagogy in the Age of AI: The Role of Self-Regulated Learning

Authors

DOI:

https://doi.org/10.63608/ssj.3766

Keywords:

Transition pedagogy, self-regulated learning, artificial intelligence, higher education

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 paper 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.

Downloads

Download data is not yet available.

Author Biographies

Lisa-Angelique Lim, University of Technology Sydney

Dr Lisa-Angelique Lim contributes expertise in self-regulated learning, feedback, and learning analytics, ensuring evidence-informed, data-rich evaluation. Her work supports the development of innovative approaches to enhance student agency and learning outcomes through data-informed feedback and reflective practices. 

Louise Ainscough, The University of Queensland

Dr Louise Ainscough is a teaching-focused academic at the University of Queensland with 15 years of qualitative research experience and a strong track record in self-regulated learning, supported by competitive grants and student-staff partnerships. Her leadership in embedding self-regulated learning into curriculum design has been recognised through multiple teaching awards, including a Citation for Outstanding Contributions to Student Learning and an Award for Teaching Excellence.

Chris Deneen, University of South Australia

Associate Professor Chris Deneen is an Enterprise Research Fellow in Education Futures at the University of South Australia. His research examines how assessment in higher education interacts with self-regulated learning and artificial intelligence. He is co-lead editor of the Australasian Journal of Educational Technology and co-author of TEQSA’s award-winning Assessment Reform for the Age of Artificial Intelligence paper.

Helena Pacitti, University of New South Wales

Dr Helena Pacitti is an award-winning Education Focussed Lecturer in Psychology and Academic Director of SciConnect in the Faculty of Science at UNSW. Drawing on her psychology background and over a decade of teaching experience, she specialises in innovative, self-regulated learning-driven course design for first-year students, university transition courses, and graduate portfolios, creating inclusive learning environments that improve student engagement and academic performance.

Daniel Taylor-Griffiths, The University of Queensland

Daniel Taylor Griffiths is a Doctoral Candidate at The University of Queensland. His research centres at the intersection of transition pedagogies, student engagement, self-regulated learning, and motivation.

Sally A Male, The University of Melbourne

Professor Sally A Male is Director, Teaching and Learning Laboratory, Faculty of Engineering and IT, University of Melbourne, and Adjunct Professor, University of Western Australia. Sally has led competitively funded national research projects in higher education. She is Editor-in-Chief, Australasian Journal of Engineering Education and received the 2023 World Federation of Engineering Organizations Medal for Excellence in Engineering Education.

Sarah Frankland, The University of Melbourne

Associate Professor Sarah Frankland has led multiple successful Learning and Teaching Initiative grants at the University of Melbourne and was recently awarded the prestigious GEM Scott Teaching Fellowship for her work in self-regulated learning. 

Title image with patterns. 2025 Student Success Special issue - A Generation of Transition Pedagogy. Issue image adapted from photo by Logan Voss on Unsplash

Downloads

Published

2025-11-25

How to Cite

Lim, L.-A., Ainscough, L., Deneen, C., Pacitti, H., Taylor-Griffiths, D., Male, S. A., & Frankland, S. (2025). Transition Pedagogy in the Age of AI: The Role of Self-Regulated Learning. Student Success, 16(3), 57–66. https://doi.org/10.63608/ssj.3766

Issue

Vol. 16 No. 3 (2025): Special Issue | A Generation of Transition Pedagogy

Section

Articles

License

Copyright (c) 2025 Lisa-Angelique Lim, Louise Ainscough, Chris Deneen, Helena Pacitti, Daniel Taylor-Griffiths, Sally A Male, Sarah Frankland

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain copyright and grant the Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution International Licence (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.