Projects, Publications and Research Grants

— Featured Publication

Journal of Perspectives in Applied Academic Practice • Peer-Reviewed

AI enhanced feedback literacy intervention for academic success beyond first year in tertiary education.

This study explores how integrating generative AI into undergraduate academic skills teaching enhances first-year students' feedback literacy and emotional resilience. By leveraging GenAI tools for scaffolded learning activities, the research demonstrates that students experienced improved self-regulation, increased confidence in processing constructive criticism, and reduced anxiety when applying revisions. Ultimately, the findings offer practical insights for curriculum design on using AI to foster resilient learning dispositions and autonomous student engagement.

Open Access DOI: https://doi.org/10.56433/n1gd8x49

Leading interdisciplinary research and cross-institutional collaborations focused on AI in education, inclusive technology-enhanced learning, curriculum co-creation, and evidence-based faculty academic development initiatives.

2025 - Present

2025 - Present

2026 - Present

AI for Summative Assessment

Curriculum Co-Design

Applied Assessment in Business Education

A participatory action-research initiative evaluating student-faculty partnership models in undergraduate block curriculum enhancement, inclusive assessment practices, and employability.

Outputs: A block-ready toolkit for assessment, feedback and employability in business education.

The AI for Summative Assessment Sub-Group (part of the ALT Digital Assessment Special Interest Group) explores the cautious, evidence-informed use of artificial intelligence in higher education assessment—focusing on marking, feedback, academic integrity, and human academic judgment. It is co-chaired by David Callaghan (Liverpool School of Tropical Medicine) and Dr. Tadhg Blommerde (Northumbria University).

Developing empirical guidelines and holistic framework for authentic learning in business education in an age of generative artificial intelligence.

Peer-Reviewed Publications

Selected book chapters, peer-reviewed journal papers, and scholarly outputs

Journal Publications:

1. Nahar, N. (2026) 'AI enhanced feedback literacy intervention for academic success beyond first year in tertiary education', Journal of Perspectives in Applied Academic Practice, 14(2), pp. 318–330. Available at: https://doi.org/10.56433/n1gd8x49

2. Howard, D. and Nahar, N. (2026) 'Bridging the gap: PREPARE as a collaborative approach to first year transition in a widening participation context', Journal of Perspectives in Applied Academic Practice, 14(2), pp. 459–465. Available at: https://doi.org/10.56433/qhb7v096

3. Blommerde , T., Callaghan , D., Morrallis , E., Campbell-Karn , K., & Nahar , N. (2026). Bridging the trust gap: a mixed-methods study of United Kingdom educators’ perceptions of generative artificial intelligence in higher education assessment. Research in Learning Technology, 34. https://doi.org/10.25304/rlt.v34.3971

4. Nahar, N. (2026) “Co-Designing AI Literacy: Recognising Students as Experts in Shaping Responsible AI Use in Higher Education”, Compass: Journal of Learning and Teaching in Higher Education, 18(3). doi: 10.21100/compass.v18i3.1659.

5. Nahar, N. (2025) “Exploring student perspectives on AI-generated feedback using a Socratic method chatbot”, Journal of Learning Development in Higher Education [Preprint], (37). Available at: https://doi.org/10.47408/jldhe.vi37.1724.

6. Nahar, N., Howard, D., Akeren, K., Ngele, E., Hollins, P., Prescott, G. (2025). Cultivating AI Literacy in Higher Education Students: A Four-Step Conceptual Framework. In: Cristea, A.I., Walker, E., Lu, Y., Santos, O.C., Isotani, S. (eds) Artificial Intelligence in Education. AIED 2025. Lecture Notes in Computer Science, vol 15879. Springer Nature. https://doi.org/10.1007/978-3-031-98420-4_2

7. Stracke, C. M., Nahar, N., Punzo, V., Massaro, S., Pappa, D., Di Grassi, A., Bećirović, S., Hollins, P., Ziouvelou, X., Skenduli, M. P., & Burgos, D. (2025). Artificial Intelligence Policies for Higher Education: Manifesto for Critical Considerations and a Roadmap. MAP Education and Humanities, 6, 61–73. https://doi.org/10.53880/2744-2373.2025.6.61

8. Stracke, C.M., Griffiths, D., Pappa, D., Bećirović, S., Polz, E., Perla, L., Di Grassi, A., Massaro, S., Skenduli, M.P., Burgos, D., Punzo, V., Amram, D., Ziouvelou, X., Katsamori, D., Gabriel, S., Nahar, N., Schleiss, J. & Hollins, P., 2025. Analysis of Artificial Intelligence Policies for Higher Education in Europe. International Journal of Interactive Multimedia and Artificial Intelligence, 9(2), pp.124–137. Available at: http://dx.doi.org/10.9781/ijimai.2025.02.011

9. Nahar, N., Storey, T., Azhar, A., Lomas, V., & Jabbar, K. (2024). From Collaboration to Transformation: A Reflective Exploration of Student-Staff Partnerships for Technology Enhanced Learning in Higher Education. Student Engagement in Higher Education Journal, 5(2), 76–91. Retrieved from https://sehej.raise-network.com/raise/article/view/1213

10. Nahar, N. (2023) 'Games-Based Learning in Business Management Programmes – a Reflective Analysis of Students' Experience', Proceedings of the 17th European Conference on Games Based Learning, 17(1). doi: https://doi.org/10.34190/ecgbl.17.1.1596.

11. 10. Nahar, N., & Cross, D. (2020). Students as partners in e-contents creation: A case study exploring student-staff partnership for learning and student engagement using digital applications for co-creation of e-learning materials. International Journal for Students As Partners, 4(1), 109-119. https://doi.org/10.15173/ijsap.v4i1.3775

12. Kannangara, C. S., Allen, R. E., Waugh, G., Nahar, N., Zahraa, S., Khan, N., Rogerson, S., and Carson, J. (2018). All That Glitters Is Not Grit: Three Studies of Grit in University Students. Frontiers in Psychology. DOI: https://doi.org/10.3389/fpsyg.2018.01539

13. Nahar, N., Christofis, F., Sardar, A.N., Chance, N., Suba, H., Razzaq, I. (2027). Co-designing the Applied Business School Experience: A Students as Partners Approach to Embedding Employability and Navigating Generative AI in Block Learning. Journal of Education, Innovation, Partnership and Change. (In peer-review stage).

Selected Conference Presentations (out of 30+ since 2016):

1. Nahar, N., Sardar, A.N., Chance, N., Suba, H., Razzaq, I. (2026). Taking a Students as Partners Approach to Evaluating Assessment and Feedback Practices within Block Teaching, Assessment in Higher Education Conference, 18-19 June. Manchester, United Kingdom. https://ahenetwork.org/ahe-conference-highlights-2026/

2. Nahar, Nurun (2025). Students' perspectives on using Gen AI technologies for formative preparation in higher education coursework. Presenter at the 22nd Academic Practice and Technology Conference. King’s College London. 1st July 2024. National Teaching Repository. Presentation. https://doi.org/10.25416/NTR.29383091.v1

3. Nahar, Nurun (2025). Building AI literate Management Graduates: A Multistakeholder Approach. National Teaching Repository. Presentation. https://doi.org/10.25416/NTR.29383052.v1

4. Nahar, Nurun (2025). Designing Feedback Literacy Activities with Generative AI: Supporting Students to Receive, Internalise, and Act on Feedback. National Teaching Repository. Presentation. https://doi.org/10.25416/NTR.29382986.v1

5. Nahar, Nurun (2025). Exploring Student Perspectives on AI-Generated Feedback Using a Socratic Method Chatbot. National Teaching Repository. Presentation. https://doi.org/10.25416/NTR.29382962.v1

6. Nahar, N and Howard, D. (2024) Meaningful Integration of Technologies: A co-developed framework of AI literacy for HE and Beyond. AdvanceHE Teaching and Learning Conference, Nottingham Trent University, Nottingham, 02 July 2024, UK.

7. Nahar, N. & Storey, T (2023) Games-Based Learning in Business Management Programmes – a Reflective Analysis of Students’ Experience.17th European Conference on Games Based Learning, 5- 6 October 2023, University of Twente, Enschede, Netherlands. DOI:https://doi.org/10.34190/ecgbl.17.1.1596

8. Nahar, N., Stalker, D. I., Costello, A., Telfer, S. (2023) Assessment literacy: Are we on the same page? International Assessment in Higher Education Conference, 22 June 2023, Manchester, UK. Available from https://virtual.oxfordabstracts.com/#/event/3537/submission/134

9. Nahar, N. (2023) Chatbots for student learning experience and engagement. European First Year Experience Conference. 27 June 2023, Abertay University, UK. Available from https://efye.abertay.ac.uk/programme/parallel-session-2/

10. Nahar, N. and Storey, T. (2022) Co-Creating student engagement through Ed Owl using a Games-Based learning approach. Association for Learning Technology Conference. University of Manchester. Available from: http://dx.doi.org/10.13140/RG.2.2.35542.32327

11. Nurun, N. (2022) Artificial Intelligence Systems in Higher Education: Opportunities and Challenges. In the 20th Academic Practice and Technology Conference, UCL, London. 01 July 2022, UK. Available form https://reflect.ucl.ac.uk/aptconference/presentations-papersarchive/conference-2022-video/

Secured principal and co-investigator research funding supporting multi-institution empirical studies, institutional educational innovations, and collaborative pedagogical scholarship.

£66,378 in total

1. Jenkinson Award 2026: Assessment enabled learning in an applied business school. £10000

2. Combined Harrison and Ryley Award 2025: Students as Partners in block teaching evaluation. £7370

3. QAA project Equal standards: How should we quality assure innovative assessment practice? – Collaborative Project £10,000 (In partnership with five UK Higher Education institutions with lead institution being University of Leeds and led by Prof. Anna Barney).

4. Jenkinson Award 2024: Project MIT for digital literacy skills development. £5938

5. Jenkinson Award 2022: Ed Owl Phase 2 – Widening impact of game-based learning through an Open Source (OS) application in partnership with students. £7000.

6. Pedagogic Research Fund 2023 – Assessment literacy: Are we on the same page? £2000

7. UKRI participatory research fund 2021 - Exploring the role AI driven systems for teaching and learning and assessment support- a cross-institutional collaborative study £4000.

8. Pedagogic Research Fund 2021 - Simulation based education (SE) for crisis management - A cross-faculty initiative for student engagement and enhanced graduate employability. £2500

9. Jenkinson Award 2020: Ed Owl - A digital games-based learning app for blended learning in partnership with students. Fund value - £3000.00

10. Ryley Award 2020: Personalised career mentoring scheme to enhance graduate employability - a staff-student collaborative approach. Fund value - £5220.00

11. STRIVE Award 2020: ‘Ada goes to Uni’: Chatbots in a Covid-19 era. Fund value £3500.00

12. Ryley Award 2019: Staff-student partnership (SSP) as an engagement process in developing students' digital intelligence. Fund value- £5350.00

13. Jenkinson Early Career Researcher Award 2019: Excellence in and outstanding contribution to research. Fund value - £500.00