ACU Researcher

Dr Luke Parker

Lecturer, Researcher STEM Education
National School of Education, Faculty of Education and Arts

Areas of expertise: artificial intelligence in education; outdoor learning; outdoor education; teacher professional learning; curriculum and pedagogy; higher education; educational leadership; digital learning technologies; interdisciplinary research; research methods

Email: Luke.parker@acu.edu.au

Location: ACU Ballarat Campus & ACU Melbourne Campus

HDR Supervisor accreditation status: Not accredited

ORCID ID: 0000-0003-2674-4094

Website: Google Scholar

Select publications

Artificial Intelligence in Education

• Parker, L., Carter, C., Karakas, A., Loper, A. J., & Sokkar, A. (2024). Graduate instructors navigating the AI frontier: The role of ChatGPT in higher education. Computers and Education Open, 6, 100166.
• Parker, L., Carter, C., Karakas, A., Loper, A. J., & Sokkar, A. (2023). Ethics and improvement: Undergraduate students’ use of artificial intelligence in academic endeavors. International Journal of Intelligent Computing Research (IJICR), 13(2), 1187-1194.
• Parker, L., Carter, C. W., Karakas, A., Loper, A. J., & Sokkar, A. (2024). Artificial intelligence in undergraduate assignments: An exploration of the effectiveness and ethics of ChatGPT in academic work. ChatGPT and Global Higher Education: Using Artificial Intelligence in Teaching and Learning, 219.
• Parker, L., Hayes, J., Loper, A. J., & Karakas, A. L. (2024). Navigating the unknown: anticipating concerns and gaps in generative AI research. In General Aspects of Applying Generative AI in Higher Education: Opportunities and Challenges (pp. 3-20). Cham: Springer Nature Switzerland.
• Parker, L., Karakas, A., White, S., & Ward, D. (2024). Navigating the academic landscape with ChatGPT: A comprehensive exploration of usage and engagement among undergraduates, graduates, and faculty members at the University of Kansas. In Empowering Digital Education with ChatGPT (pp. 1-16). Chapman and Hall/CRC.
• Parker, L., & Hayes, J. (2025). Beyond the hype: Exploring preservice teacher attitudes toward generative AI and emerging technologies. In M. Lahby (Ed.), Innovative educational assessment with generative AI: Opportunities, challenges, and practical case studies (Chapter 13). Springer.
• Shanahan, C., & Parker, L. (2025). What are the theological and pedagogical impacts of the integration of Artificial Intelligence (AI) in Catholic Religious Education (RE)? In M. Lahby (Ed.), Innovative educational assessment with generative AI: Opportunities, challenges, and practical case studies (Chapter 14). Springer.

Outdoor Learning & Environmental Education

• Parker, L. (2022). Outdoor learning, a pathway to transformational learning? Or another educational gimmick. International Journal for Cross-Disciplinary Subjects in Education, 13(1), 4600-4611.
• Parker, L. (2024). Outdoor Educators' Perceptions of the Nature and Scope of Outdoor Education in Victoria, Australia from 1999–2013. Journal of Outdoor and Environmental Education, 27(3), 369-390.
• Parker, L. (2024). Exploring Geography Through Outdoor Learning. In Handbook of Geography Education(pp. 569-605). Cham: Springer Nature Switzerland.
• Parker, L. (2020). Outdoor learning in the Australian curriculum. Interaction, 48(4).

Higher Education, Teacher Development & Global Perspectives

• Peters, C., Zhang, B., Muema, E., Ferguson, S., Kamnkhwani, R., & Parker, L. (2023). Navigating the American dream: A comprehensive survival guide for international students. Star Scholars Network.

Projects

Artificial Intelligence in Education

• ACU Staff AI Use Study (2025–ongoing) – University-wide survey of ACU staff examining current use, confidence, and perceived challenges in adopting AI tools in teaching and assessment.
• Cross-National Study of Student AI Use (2025–2026) – Comparative project analysing AI engagement among pre-service teachers in Australia and the United States, focusing on ethics, policy awareness, and curriculum integration.
• Australia vs USA: Student AI Use (2024–2025) – Cross-national project replicating KU’s longitudinal AI study with Australian students to investigate adoption, ethical perceptions, and institutional policy awareness.
• AI in Higher Education Staff Study (2024–2025) – Large-scale study of over 1,000 university staff at the University of Kansas on AI use and perceptions in higher education, now moving into publication.
• Comparative Study of AI Policies (2024–ongoing) – Policy-mapping project comparing institutional AI policies across Australia, Canada, the U.S., and the U.K.
• Longitudinal Insights into AI in Higher Education (2023–2025) – Multi-semester study with over 1,500 student respondents at the University of Kansas, analysing AI use, ethics, and academic outcomes.

Outdoor Learning and Teacher Development

• Outdoor Learning in Special Schools: Building Inclusive Practice (2024–2025) – Department of Education (Victoria), via Outdoors Victoria. Designed toolkits to integrate outdoor learning for students with disabilities, CALD, rural/regional, and Koorie cohorts.
• Professional Development Modules for Outdoor Learning (2024–2025) – Developed an online professional learning program, activities, and video resources (Thinkific) to expand teacher access to outdoor learning pedagogy statewide.
• Outdoor Education Career Development Tools (2024) – $20,000 funded project. Created resources for careers educators to showcase pathways into outdoor education and related professions.
• Outdoor Learning and Upward Bound (2023–2024) – Summer research project at the University of Kansas examining the implementation of outdoor learning within the U.S. national Upward Bound program.
• National Study of Outdoor Learning (USA) (2021–2025) – First nationwide study of outdoor learning in U.S. schools (PhD project, University of Kansas). Awarded Dissertation of the Year (2025).
• Outdoor Learning Teacher Toolkits (2018–2020) – Department of Education (Victoria), via Outdoors Victoria. Directed the creation of more than 30 curriculum-aligned toolkits to support teachers in embedding outdoor learning across primary and secondary schools.

Emerging Research Directions

• Virtual Reality in Physical Education (2024–2025) – Pilot study exploring how immersive VR technologies shape pre-service teacher training and classroom practice in physical education.

Awards

• 2025 – Dissertation of the Year Award – University of Kansas, School of Education and Human Sciences.
• 2024 – Noam Chomsky Global Connections Awards – Rising Star Emerging Scholar Award – World Society Foundation / Global Connections.
• 2024 – Award for Distinguished Service – University of Kansas.
• 2023 – Capitol Research Award – University of Kansas.
• 2021 – Excellence in Teaching Award – Australian Catholic University.
• 2020 – Fellow of Advance HE – Advance HE, United Kingdom.

Editorial roles

Associate Editor - Journal of Outdoor and Environmental Education (2024-Current)

Public engagement

2025

Parker, L. (2025). AI in Higher Education. Presentation at the 2024 Star Conference. Kathmandu, Nepal.
Loper, J. A., Hayes, J., Parker, L., Karakas, A. L., White, S. H., & Hallman, H. L. (2025, April). Governing the Bot: A comprehensive analysis of global university AI policies. Paper presented at the American Educational Research Association (AERA) Annual Meeting, Denver, CO.
Parker, L. (2025). Embedding Outdoor Learning Across the Curriculum. Conference presentation at the Outdoors Victoria Conference, Bendigo, VIC.
Parker, L., & Phillips, B. (2025). Practical and Ethical Applications of AI in Outdoor Education. Conference presentation at the Outdoors Victoria Conference, Bendigo, VIC.

2024

Parker, L. (2024). Charting New Terrains: The First Nationwide Study of Outdoor Learning in the U.S. Presentation at the National Outdoor Education Conference (NOEC), December 2024.
Parker, L. (2024). Empowering the Graduate Scholar: Practical Applications of ChatGPT in Academic Research and Learning. Invited presentation at the American Educational Research Association (AERA) Annual Meeting, Philadelphia, PA.
Parker, L. (2024). AI in Academia: Assessing ChatGPT's Integration in College Classrooms. Presentation at the AERA Annual Meeting, Philadelphia, PA.
Parker, L. (2024). Experiencing Dewey's Philosophy: A Pioneering Study of Outdoor Learning in Upward Bound. Presentation at the AERA Annual Meeting, Philadelphia, PA.
Parker, L. (2024). AI Governance, Regulation, & Compliance in Higher Education. Invited Session, AI4 National Conference, Las Vegas, NV.
Parker, L., Carter, Karakas, & Loper. (2024). Practical Implications of AI in Higher Education. University of Kansas Graduate Research Conference, Lawrence, KS.
Parker, L. (2024). Outdoor Education and the American Classroom. Presentation at the Nature Everywhere National Conference, Madison, WI.

2023

Parker, L. (2023). Redefining Classrooms: Integrating Outdoor Experiences for Enhanced Learning in Primary and Secondary Schools. Presentation at the ACHPER Annual Conference, Melbourne, VIC.
Parker, L. (2023). VCE HHD, PE, OES: Exploring the Efficacy of ChatGPT in Tackling VCE Exams. Presentation at the ACHPER Annual Conference, Melbourne, VIC.
Parker, L., Carter, Karakas, Loper, & Sokkar. (2023). Exploring the Potential and Effectiveness of Artificial Intelligence (ChatGPT) for Undergraduate Assessments: An Assessment Perspective. Paper presented at the World Congress on Education (WCE).
Parker, L., Carter, Karakas, Loper, & Sokkar. (2023). Assessing the Impact of ChatGPT in Undergraduate Education: Unraveling AI's Role in Student Assessments and Ethical Implications. Presentation at Pens & Pixels: Generative AI in Education.
Parker, L. (2023). Investigating the Use of Outdoor Learning within the Upward Bound Program at the University of Kansas through a Mixed Methods Study. Presentation at the AERA Annual Meeting, Chicago, IL.
Parker, L. (2023). Outdoor Learning Within Education: Gimmick or Impactful Teaching and Learning Method? Paper presented at the 8th International Conference on Education (IICE), Honolulu, HI.

2022

Parker, L. (2022). Transforming Geography Education through the Integration of Outdoor Learning. Presentation at the 107th Annual National Council for Geographic Education (NCGE) Conference, Minneapolis, MN.
Parker, L. (2022). Outdoor Learning within the Elementary Phase of Schooling. Presentation at the California Association for Environmental and Outdoor Education (AEOE), SCICON Outdoor School, Springville, CA.
Parker, L. (2022). Four Walls and a Roof: Barriers Between Students and Outdoor Learning. Presentation at the National Head Start Association Conference, Baltimore, MD.
Parker, L. (2022). Outdoor Learning in Education: What You Must Know. Presentation at the Canada International Conference on Education (CICE), Toronto, Canada.
Parker, L. (2022). Introduction to the World of Outdoor Learning. Presentation at the University of Wisconsin–Stout Early Childhood Conference, Menomonie, WI.
Parker, L. (2022). Resources and Strategies for Working with Children (and their Families) Outdoors. Outdoors Victoria Annual Conference, Melbourne, Australia.

2021

Parker, L. (2021). Reimagining the Use of the Outdoors as a Teaching-Learning Tool. Geography Teachers’ Association of Victoria Annual Conference (Online).
Parker, L. (2021). How to Embed Outdoor Learning into Your Classroom. Outdoors Victoria Annual Conference (Online).

2020

Parker, L. (2020). Outdoor Learning Toolkits: Promoting Outdoor Learning to Educators. Geography Teachers’ Association of Victoria Annual Conference (Online).

2019

Parker, L. (2019). Outdoors in Education: What You Need to Know to Run a Successful Program. Outdoors Victoria Annual Conference, Melbourne, Australia.

2018

Parker, L. (2018). Virtual Reality: A Gimmick or Useful Teaching-Learning Tool? ACHPER Annual Conference, Melbourne, Australia.

2015

Parker, L. (2015). Beliefs and Practices of Outdoor Educators in Victoria. Outdoors Victoria Annual Conference, Melbourne, Australia.

2014

Parker, L. (2014). Nature and Scope of Outdoor Educators: A Comparative Study. Outdoors Victoria Annual Conference, Melbourne, Australia.
Parker, L. (2014). Beliefs and Practices of Outdoor Education Staff in Victoria during 2013: A Comparative Study. ROSA Conference.