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Research

Multidisciplinary research and innovation

Collaborative research across AI, education, and digital transformation addressing real-world challenges in learning and teaching.

Research focus areas:

Theme 1: Learning in an age of distributed human-AI intelligence in higher education

This project investigates how learning is reshaped when intelligence is distributed across humans, AI systems, tools, and networks, rather than residing solely in individuals. It examines how learning design choices influence agency, equity, participation, and outcomes in AI‑mediated higher education contexts.

Core research questions:

  • where does intelligence reside in AI augmented learning environments?
  • how do human-AI interactions shape learner agency, responsibility, and trust?
  • how do design decisions determine who benefits and who is marginalised when intelligence is shared or augmented?

Theme 2: Rethinking how we recognise learning for diverse student journeys

This project re‑examines the purpose, design, and communication of assessment in the context of increasingly diverse student pathways, AI‑mediated learning, and non‑linear educational journeys. It asks what assessment is for, who it serves, and how its value is made visible.

Core research questions:

  • how can assessment move beyond sorting and measurement towards growth, belonging, and empowerment?
  • how can assessment better recognise diverse learning journeys, identities, and ways of demonstrating capability?
  • what role should AI play in supporting authentic, inclusive, and transparent assessment practices?

Theme 3: Developing interdisciplinary learning approaches for complex societal futures

This project explores how interdisciplinary and multidisciplinary learning can be designed to develop students’ capacity to engage with complex, uncertain, and systemic challenges that cannot be addressed by single disciplines alone.

Core research questions:

  • how do interdisciplinary learning designs foster adaptability, systems thinking, and integrative problem‑solving?
  • what pedagogic approaches best prepare students for complex futures shaped by technological, social, and environmental change?
  • how can interdisciplinary learning be embedded sustainably across programmes?