AI and emerging technologies are reshaping education faster than many of the systems designed to govern them. My research is organised around three interconnected areas: Policy and Governance of AI for Education, Teaching and Learning, and Critical Perspectives on AI and emerging technologies. These areas are brought together through AI Governance for Education (AIGE), my overarching research program examining how AI and emerging technologies are reshaping educational systems, institutions and professional practice. AIGE connects a growing portfolio of research projects concerned with the governance, adoption and consequences of emerging technologies across education.
This work addresses policy and regulation, institutional governance, teaching and learning, psychosocial and workplace safety, human and consumer rights, equity, privacy and data governance, professional responsibility, and the commercial forces increasingly shaping education. Across this program, I seek to advance rights-based and socially responsible approaches to educational technology that place institutional accountability, professional agency and the conditions of educational work alongside questions of innovation and student learning.
Who decides? Who benefits? Who carries the risk? Who is accountable? This strand examines how policy and governance arrangements shape the adoption of AI and emerging technologies, with particular attention to institutional responsibility, regulation, rights, risk and the distribution of decision-making power.
Teaching and learning with emerging technologies is not simply a question of adoption. It is a question of conditions. This strand reframes classroom readiness around teacher agency, equity, professional responsibility and the institutional settings required to sustain safe, meaningful and educationally defensible practice.
Technological change is rarely neutral, inevitable or universally beneficial. This strand interrogates the assumptions behind innovation, exposing how commercialisation, datafication and automation reshape knowledge, labour and identity, and asking what counts as progress, what becomes invisible and who gets to define education’s future.