AI is changing the way students learn—but is it also changing the way they think? In this episode, we take a closer look at whether we are letting machines take over too much of the thinking process and what that means for skills like critical thinking, reflection and self-questioning. We talk about how educators can design learning that keeps students actively engaged, how to spot the difference between surface-level AI use and deeper learning, and simple ways to weave metacognitive prompts into AI tasks so students stay thoughtful, curious, and in control of their own learning.

Dr. Anjali Singh is a postdoctoral fellow at the University of Texas at Austin, conducting research at the intersection of Learning Sciences and Human-AI Interaction. Her research focuses on the design and study of interactive learning technologies that support reflection, critical thinking and metacognition in learners in the age of AI. She holds a PhD in Information from the University of Michigan. Her work has been published at venues such as L@S, LAK, AIED, SIGCSE, and AAAI, and has been recognized with multiple best paper awards.

Links to resources mentioned in the episode: 

the chapter on metacognitive prompts - the International Handbook of Metacognition and Learning Technologies. 

Anjali's research paper presented at a workshop at AIED: https://arxiv.org/abs/2505.24014

This episode explores the balance between technological innovation and human-centered learning through the use of intelligent tutoring systems (ITS) in higher education. With guest speaker Adrienn Toth, we discuss the benefits of ITS—such as personalised feedback, adaptive scaffolding, and improved engagement—while highlighting the critical role of student trust. Trust, Adrienn argues, cannot be engineered by algorithms alone but must be built through intentional design that prioritises transparency, collaboration, and ethical responsibility. By engaging students in the co-creation of these systems—through design input, feedback loops, and opportunities for agency—ITS can empower learners and align more closely with pedagogical values. Adrienn also emphasises that while machines can support learning, it is trust that ensures their effectiveness.

Adrienn Toth is a doctoral student in the Joint Doctoral Program in Learning Sciences offered by ETH Zurich and EPFL. She completed her studies at Corvinus University of Budapest and Erasmus University Rotterdam, with exchange semesters at HEC Montreal and Universidad Torcuato di Tella in Buenos Aires, Argentina. Apart from her studies, she has always worked in the education field, first at a startup and later in a university environment, mainly focusing on content creation and curriculum development.

In her research, Adrienn focuses on supporting the adoption of AI-based Intelligent Tutoring Systems (ITS) in the core curriculum of higher education institutions. More precisely, she would like to understand how students perceive ITS from the data privacy perspective and what are the barriers of increasing their trust in such systems. Building on these identified concerns, the goal of her project is to enhance existing ITS with new features specifically targeting these student concerns and testing their effectiveness in controlled experiments, field studies and qualitative evaluations.

In this episode, we critically discuss with Craig, learnings from the ASLW pilot, co-created with diverse cohorts of the University of Greater Manchester health and society students, using Education Design Research (EDR) methodology (McKenney and Reeves, 2021) and five phases: (1) Analysis & Exploration, (2) Design & Construction, (3) Evaluation & Reflection, (4) Theory & Practice, and (5) Implementation & Spread. 

Adopting a critical realist ontology (Bhaskar, 1975), Craig explores how the holistic experiential learning principles of belonging, sensing, feeling, thinking, being (Beard, 2022) - influence the function of ASLW case study, by critically appraising the core phases of educational design research. In February 2025, Craig delivered a lightening seminar of his Active Soles, Active Minds research to the Sport Critical Pedagogies and Global Education Network, which is available on You Tube at; Active soles, active minds: education design research approach to understanding and implementing experiential learning walks beyond campus realms.

Craig Hobbs is currently Senior Lecturer – Sport, Physical Activity and Health at the University of Greater Manchester, with over 30 years ‘pracademic’ sport, education, business and public health ecosystem leadership and management experience. He is a PhD candidate, pursuing an appreciative research inquiry into; ‘Connecting & Mobilising the Gown & Town: Exploration of the Associational Life of Active Campus Communities.’ Craig is also a Senior Fellow of the HEA (SFHEA) and Chartered Management Fellow of The Chartered Institute for the Management of Sport and Physical Activity (CIMSPA).

This podcast episode, featuring guest Lukas Erle, considers the transformative impact of Generative AI (GenAI) in higher education. The discussion explores both the student and educator perspectives on the significant challenges and opportunities presented by GenAI. The episode examines how students currently perceive and use GenAI in their studies, and the needs and insecurities they face. Furthermore, it addresses the critical topic of bridging the gap between student and teacher experiences to inform future regulations. Finally, the episode concludes with a forward-looking discussion on co-creating effective and adaptable guidelines for GenAI, and the proactive steps institutions should take to ensure its responsible and beneficial integration. 

Lukas Erle is a research associate and lecturer at Ruhr West University of Applied Sciences (HRW) in Germany, working in the research group of Prof. Dr.Eimler and Prof. Dr. Straßmann. His expertise is the intersection of psychology and computer science dealing with human-robot interaction and AI in higher education. Lukas also leads courses on psychology in human-computer interaction and researches how students and educators can co-create sustainable, ethical uses of AI in higher education.

In this episode, we explore leadership in digitally enabled education and the strategic decisions shaping the future of higher education with Sukaina Walji, Director of Centre for Innovation in Learning and Teaching at the University of Cape Town, South Africa. Sukaina reflects on navigating digital transformation, from reimagining undergraduate assessment through technology to embedding blended and online learning at scale. We discuss how leaders can communicate a clear vision, align diverse teams, and manage cultural change in universities. The conversation also examines the rise of AI in education—its opportunities, challenges, the issue of erosion of trust between staff and students, unreliability of AI detection tools, implications for institutional strategy and being intentional in designing learning. We also consider the leadership qualities essential for guiding universities through the next decade of innovation and digital adoption as emerging technologies continue to disrupt Higher Education.

Sukaina is the Director of CILT. She oversees operational functions for the department including supporting the growth and development of CILT’s capacity to design and develop blended and online courses. She provides strategic advice for university senior leadership for digitally enabled education, participates in university level committees and initiatives, and is Chair of the Online Education sub-committee. She is also the member of Assessment Framework Working Group and co-lead of the UCDG project ‘Transforming Undergraduate Assessment’.

In her previous role as Coordinator of CILT’s Curriculum and Course Design team she oversaw the work of the Digital Media unit and the Learning Design team. Her research interests include learning design, MOOCs, Unbundled Higher Education and assessment practices. She has a Masters in Online and Distance Education from the Open University UK, and a BA (Hons) in History from Oxford University.

In this episode, Dr Zhongtian Sun shares insights from both sides of the AI education landscape—as a researcher developing behaviour-aware personalised learning systems, and as a lecturer witnessing first hand how generative AI is reshaping how students learn.

We dive into the development of SPAR-GNN, a hybrid framework that uses graph neural networks and large language models to deliver selective feedback only when students show signs of struggle—like frustration or hint-dependence. We unpack how “at-risk” learners are identified, the ethical dimensions of selective AI support, and what it means to teach in an age where tools like GPT and Co-pilot are becoming second nature to students.

We also explore the shifting dynamics of deep learning and software development education—where project-based, independent learning collides with the realities of AI-assisted shortcuts. What new pedagogies are emerging to ensure genuine understanding, not just efficiency? And how do we assess learning when generating an answer is no longer proof of knowledge?

Dr Zhongtian Sun is a Lecturer in Artificial Intelligence at the University of Kent, with a research focus in graph representation learning, explainable AI and large language models (LLMs). His research aims to enhance the reasoning capabilities of deep learning models, with applications in healthcare, finance, education and recommendation.

He holds a PhD in Computer Science from Durham University and has held research roles at the Universities of Cambridge and Oxford, contributing to projects in clinical AI, knowledge graph reasoning and LLM-based decision support. He also worked on a funded research project with the UK Department for Transport through the Turing Internship Network.

Dr Sun is Co-founder and CTO of an AI for Finance startup, developing a knowledge graph powered platform for market analysis and multi-agent portfolio reasoning.

His academic collaborations span Oxford, Cambridge, Glasgow, Durham and the Alan Turing Institute. He serves as Area Chair and Senior Programme Committee Member for leading conferences including ECAI, AIED, ICLR and is Visiting Faculty at the University of Cambridge.

What makes an education focused Business Management academic and what is the significance of this role?

What happens when you challenge centuries-old traditions in higher education? In this episode, we hear the compelling story behind the London Interdisciplinary School (LIS) — a university built from the ground up to rethink how we educate for a complex world.

From the inspiration behind its founding to the hurdles faced in pushing against the boundaries of traditional academia to prepare students to tackle global challenges head-on, our guest shares what it takes to build an institution that puts real-world impact and interdisciplinary thinking at its core.

We explore why interdisciplinary learning is more than a teaching method — it’s a response to the world’s toughest challenges. You’ll hear how LIS connects theory with action, empowering students to work on live problems from industry, government, and society.

Plus, we tackle a big question: Is this the future of higher education? With momentum growing, we ask what needs to change for other universities to embrace a more connected, flexible, and problem-led approach to learning.

Professor Carl Gombrich, is the Dean of and the dynamic force behind The London Interdisciplinary School. With a diverse background spanning mathematics, physics, philosophy, and even professional opera singing. As a professorial teaching fellow at University College London, he spearheaded the UK’s inaugural Bachelor in Arts and Sciences degree, showcasing his dedication to fostering versatile minds.

Renowned for his captivating keynote addresses on topics like interdisciplinary education and the future of talent, Carl’s expertise has earned him a prestigious place in the British Academy Working Group on Interdisciplinarity. He’s also a core panel member at the Accreditation Organisation of Netherland and Flanders (NVAO).

What makes an education focused Business Management academic and what is the significance of this role?

In this episode, I speak to Professor Sally Everett, to explore the evolving landscape of education-focused leadership in Business and Management Studies. Sally shares insights from her own journey in education leadership, reflecting on the challenges and opportunities of an education-focused career pathway in academia. We discuss the role and significance of education-focused management academics, the leadership support needed to navigate career progression, and how to bridge the gap between aspirations and systemic realities. Finally, Sally offers her perspective on future directions and the changes needed to create a more sustainable and rewarding pathway for education-focused scholars.

Sally is Professor of Business Education, Deputy Dean and Vice Dean (Education) at King’s Business School, King’s College London. Sally is a National Teaching Fellow (2017), Principal Fellow of the Higher Education Academy (2013), Collaborative Award for Teaching Excellence award holder (2016) and is Equality Officer for the Association of National Teaching Fellows. Sally is a member of the Chartered Association of Business School’s Race Equality Working Group and their Equality and Diversity Committee, and is Director of their Leaders in Learning and Teaching programme. Sally also set up and leads the business school’s gender inclusive network (Women@KBS).

What is SoTL and what is its significance in teaching and learning in Higher Education? 

In this episode, we explore the transformative journey of becoming a Scholarship of Teaching and Learning (SoTL) researcher. Guest speaker, Dr. Elizabeth Goode, shares her personal experiences—what inspired her to pursue SoTL, how it has shaped her teaching practices, and the challenges she has navigated along the way. If you are an early career academic or an experienced educator looking to deepen your engagement with SoTL, this conversation with its valuable insights and practical advice from Liz, would be of interest to you!

Dr Elizabeth (Liz) Goode is a Teaching Scholar in the Academic Portfolio Office at Southern Cross University, Australia. She leads various scholarship of teaching and learning projects that investigate student engagement and success in immersive block models in higher education. She is a path-ways/access educator and the recipient of numerous teaching awards, including an Australian Office for Learning and Teaching Citation for Outstanding Contributions to Student Learning.

In this episode, we unpack the AI CHECKLIST Model, a framework designed to enhance AI literacy in Higher Education students. What is the model, and what inspired its development? Sue Beckingham shares insights into the components of CHECKLIST and the pressing need for a structured approach to teaching AI literacy skills while Peter Hartley discusses strategies for adapting it to various disciplines with reference to their recently published book co-edited with Prof. Jenny Lawrence and S. Powell. The AI CHECKLIST model provides practical steps, emphasizing accessibility and inclusion. Beyond AI literacy, Sue and Peter also reflect on the model's emphasis on responsible AI use and decision-making, equipping students to navigate complex challenges.

Resources relevant to the AI CHECKLIST model, are hyperlinked in the episode detail.

For more information on the guest speakers and their work, click here.