PhD explores AI decision-making in education

Rita Dai is an experienced educator who has turned her attention to the impact of artificial intelligence on education systems in her PhD project: ‘The Impact of Artificial Intelligence on Educational Decision-Making and Its Ethical, Moral, and Social Dimensions’.

Rita is not only examining how AI is reshaping learning environments but also exploring the deeper institutional and ethical questions that the transformation raises. Beyond the classroom and research, Rita has been offering guidance to international students navigating higher education. It is a thread that runs through everything she does: a genuine passion for supporting students and a belief that meaningful, ethical innovation in education begins with listening to those it is meant to serve.

Describe your PhD research project.

My research explores what happens when artificial intelligence (AI) becomes involved in educational decision-making. Many schools and educational organisations are now using AI systems to support tasks such as student monitoring, performance analysis, resource allocation, and administrative decisions. While these systems are often presented as tools that simply help people work more efficiently, my research asks a deeper question: how do these technologies change the way decisions are made, who holds power, and how people experience privacy and accountability? In simple terms, I am interested in understanding how humans and AI work together in education, and what this means for leaders, teachers, students, and parents.

Why did you choose this topic?

I chose this topic because AI is entering education very quickly and I noticed and experienced how it changed what we do every day, as a student, a teacher and a mum. I am not trying to determine whether AI is good or bad. Instead, I want to help educators, policymakers, and communities understand the broader implications of relying on AI in educational settings.

My hope is that the research contributes to more thoughtful and human-centred approaches to AI adoption, where efficiency is balanced with ethics, transparency, and trust. Ultimately, I want educational institutions to be able to benefit from AI without losing sight of the people they are designed to serve.

What led you to a PhD in education research?

Although my formal academic background is in public administration and economics, I have spent much of my professional life working in education. Over the years, I worked as a teacher, curriculum coordinator, international program coordinator, and educational leader in different educational contexts.

Through these experiences, I became increasingly interested in how educational decisions are made and how policies and technologies shape everyday practice. My economics and public administration background gave me a strong interest in governance, decision-making, and organisational systems, while my work in education helped me see how these issues directly affect teachers and learners.

The PhD became an opportunity to bring these interests together.

Why did you decide to do your PhD at Deakin?

I chose Deakin because of its strong reputation in educational research and its commitment to research that has practical impact. I was particularly attracted to the opportunity to work with supervisors and researchers who are really supportive and active in educational research areas. Deakin also provided scholarships to international students, which made it easier for me to focus on and enjoy the research.

How has your experience with your supervisors been?

I have been very fortunate to work with two outstanding supervisors, Shaun Rawolle and Matthew Thomas. They have encouraged me, challenged my thinking, and provided valuable guidance and timely support at every stage of the research journey.

Their support has been particularly important during difficult moments. For example, when one of my papers was rejected by a journal, they helped me see it as part of the research process rather than a setback. Their encouragement gave me the confidence to revise, persevere, and keep moving forward. Looking back, their mentorship has played a significant role not only in the development of this thesis, but also in my growth as a researcher.

How have you managed juggling study, work and life?

It has definitely been one of the biggest challenges of my PhD journey. Throughout my candidature, I have balanced research alongside multiple teaching and professional roles, while also managing family responsibilities. At times, it felt like I was working across several full-time commitments at once.

What helped most was viewing the PhD as a marathon rather than a sprint. I learned to focus on steady progress, set realistic goals, and accept that some stages move more slowly than others. The support of my family, colleagues, and supervisors also made a huge difference along the way. Ultimately, the experience taught me that perseverance, discipline, and effective time management are just as important as academic ability in completing a PhD.

What has been a highlight of your PhD so far?

Doing a PhD is much more than an academic journey. It is a process of personal growth and self-development. I am no longer the same person who started this project. I have become much more confident in both my professional and personal life.

Another highlight has been the opportunity to publish and present my work alongside my supervisors. Sharing my research with academic and professional communities has allowed me to contribute to important conversations in the field, receive valuable feedback, and grow in confidence as a researcher and educator.