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

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 paper 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.