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

Lim, LA; Ainscough, L; Deneen, C; Pacitti, H; Taylor-Griffiths, D; Male, SA; Frankland, S

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

Lim, LA Ainscough, L Deneen, C Pacitti, H Taylor-Griffiths, D Male, SA Frankland, S

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Publisher:: Univ Southern Queensland
Publication Type:: Journal Article
Citation:: Student Success, 2025, 16, (3 Special Issue), pp. 57-66
Issue Date:: 2025-11-25

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Field	Value	Language
dc.contributor.author	Lim, LA
dc.contributor.author	Ainscough, L
dc.contributor.author	Deneen, C
dc.contributor.author	Pacitti, H
dc.contributor.author	Taylor-Griffiths, D
dc.contributor.author	Male, SA
dc.contributor.author	Frankland, S
dc.date.accessioned	2026-04-16T01:02:28Z
dc.date.available	2026-04-16T01:02:28Z
dc.date.issued	2025-11-25
dc.identifier.citation	Student Success, 2025, 16, (3 Special Issue), pp. 57-66
dc.identifier.issn	2205-0795
dc.identifier.issn	2205-0795
dc.identifier.uri	http://hdl.handle.net/10453/194717
dc.description.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.
dc.language	English
dc.publisher	Univ Southern Queensland
dc.relation.ispartof	Student Success
dc.relation.isbasedon	10.63608/ssj.3766
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Transition Pedagogy in the Age of AI: The Role of Self-Regulated Learning
dc.type	Journal Article
utslib.citation.volume	16
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/DVC (Education and Students)
pubs.organisational-group	University of Technology Sydney/DVC (Education and Students)/Teaching Learning and Curriculum Unit
utslib.copyright.status	open_access	*
dc.rights.license	This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
dc.date.updated	2026-04-16T01:02:27Z
pubs.issue	3 Special Issue
pubs.publication-status	Published
pubs.volume	16
utslib.citation.issue	3 Special Issue

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.

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http://hdl.handle.net/10453/194717