Portfolio Governance of AI for Australian Higher Education introduces a practical “with, without and about AI” framework. Explore how university leaders can navigate accountability, institutional risk, resilience and even refusal as AI becomes embedded across higher education.
It’s too late, the post has gone viral already examines how researchers can better understand teachers’ lived experiences of adult cyber abuse. Explore a methodological approach connecting cyber trauma, qualitative inquiry and Australia’s online safety framework.
But Did They Actually Write It? explores how GenAI affects educators’ workload, professional identity and psychosocial safety. Discover why AI in education is not simply a pedagogical challenge, but also a question of workplace rights, support and responsibility.
AI Governance for Education examines smart glasses, live streaming, doxing and deepfakes as growing governance challenges. Explore how universities can move beyond academic integrity to address privacy, psychosocial safety, gender-based violence and institutional responsibility.
Critical studies of artificial intelligence and education brings together critical voices from across the globe. Explore how AI intersects with power, commercial influence, agency and democracy, challenging techno-optimist narratives and asking what may be lost when education becomes increasingly automated.
Reframing AI governance in education examines how commercial interests, digital poverty and institutional policy can shape access for students with hidden disabilities such as dyslexia. Explore why inclusive AI governance must confront inequity, commercial bias and accountability.
Unsafe workplaces, marketed students examines how AI-generated content creates emerging psychosocial risks for teachers and students. Explore the policy gaps surrounding digital violence, gendered harm, commercialisation and the responsibilities of educational institutions to protect their communities.
Digital twins and the terminology of “personalization” examines how data-driven technologies are reshaping educational policy. Explore the implications for teacher quality, equity, power and privilege as digital systems increasingly enter teaching and learning.
New corporate players and educational policy examines how commercialisation, data-driven predictions and “Dark Advertising” create new forms of influence in education. Explore what this means for governance, teacher privacy, consent and agency as corporate technologies become embedded in educational systems.