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Dr Aleksander Blaszko

Lecturer

School of Social Sciences

Role

Aleksander is a Lecturer in Education within the School of Social Sciences, at the Nottingham Trent University. He leads and contributes to undergraduate modules across the Education portfolio of courses, with a strong focus on inclusive pedagogy, assessment innovation, and preparing students for professional practice in educational and community settings. His teaching is grounded in humanistic and constructivist philosophies, promoting reflective, critically engaged, and future-facing graduates.

Alongside teaching, Aleksander supervises dissertations and contributes to curriculum design, assessment standardisation, and quality assurance processes, aligning provision with the latest QAA Education Studies benchmarks and institutional priorities. He also acts as a personal tutor, supporting students’ academic, professional and personal development.

Career overview

Aleksander completed his PhD at the Nottingham Trent University, which explored the non-academic effects of homework on secondary school adolescents’ leisure. His background combines teaching, academic development, and research, with a sustained focus on student experience, voice, and wellbeing.

Before his current role at the Nottingham Trent University, Aleksander has taught at the University of Warwick, where he performed duties of a module leader on a range of early years, childhood and social studies modules. This included leading modules such as Policy into Practice, Safety and Risk, and Health in Society, as well as supervising undergraduate dissertations.

He is a Fellow of the Higher Education Academy and is currently undertaking the Postgraduate Certificate in Learning and Teaching in Higher Education (PGCLTHE) to further consolidate his professional practice.

Research areas

Aleksander's research crosses the intersection of technology, pedagogy, and policy, with three core strands in education:

  • Adolescents, leisure, and homework
  • Artificial intelligence in policy, pedagogy, and assessment
  • Inclusive practice and reflective learning

His work is closely aligned with the United Nations Sustainable Development Goals (SDGs), particularly Quality Education (SDG 4), Good Health and Wellbeing (SDG 3), and Reduced Inequalities (SDG 10). He aims to develop scalable and sustainable strategies that enhance educational outcomes, promote equity, and prepare learners for a rapidly changing world by examining the role of AI and other emerging technologies.

Aleksander has published on AI policy and assessment through the BERA Blog and the Nottingham Institute of Education Working Papers Series, and he is co-editing two volumes with Emerald Publishing: New Frontiers in Higher Education Policy in a Dynamic World and  AI in Higher Education Policy. He continues to publish from his doctoral research on adolescents’ and parents’ diverging perspectives on leisure and homework, with a forthcoming article targeted for the British Educational Research Journal.

He supervises undergraduate dissertations related to his research expertise, including projects on AI in education, assessment design, and inclusive pedagogy. In addition, he contributes actively to institutional and sector-wide debates. He is a member of the School of Social Sciences Generative AI Working Group and the Education, Motivation and Learning Research Group (EDMAL), and regularly engages in national discussions on assessment reform and the role of AI in higher education.

Find out more about EDMAL.

Publications

Atkinson A., Hardy, J. , Kushnir, I., Lai-Sang. I., Hulme, J. and Blaszko., A. (in preparation). Navigating neurodivergence in Higher Education: access, support, and retention of neurodivergent students in England.

Blaszko, A., Tyler-Merrick, G. and Rolph, C. (in preparation). Adolescents’ and Parents’ Diverging Definitions of Leisure in the Context of Homework. Target journal: British Educational Research Journal.

Blaszko, A. and Kushnir, I. (in preparation).  Home as a Site of Educational Governance: How Caregivers’ Enforcement of Homework Reflects the Devolution of School Accountability. Target  journal: British Journal of Sociology of Education.

Park, M. et al. (in preparation). Reducing stereotypes and biases in Higher Education. What are the theoretical frameworks and strategies we employ (opinion piece).

Park, M. and Blaszko, A (in preparation). What predicts academics’ preparedness for AI in education? A Psychological investigation of intentions and adoption of GenAI in teaching and assessments.

Blaszko, A. and Schofield, A., 2026.  Reimagining Homework with Artificial Intelligence in Secondary Education: managing teachers’ workload and protecting students’ leisure. BERA Blog. Available at:  https://www.bera.ac.uk/blog/reimagining-homework-with-artificial-intelligence-in-secondary-education-managing-teachers-workload-and-protecting-students-leisure

Blazewicz-Bell, R. and Blaszko, A., 2025. Moving the AI in education conversation forward: Dialogue to practice. BERA Blog. Available at: https://www.bera.ac.uk/blog/moving-the-ai-in-education-conversation-forward-dialogue-to-practice

Blaszko, A. and Blazewicz-Bell, R., 2025. The imperative to revolutionise higher education assessment in the age of Artificial Intelligence (AI). NIE Working Papers Series: Meeting New Challenges in Education, Issue 3, pp. 79–86. Available at: https://www.ntu.ac.uk/media/documents/academic-schools/social-sciences/Issue-3,-March-2025.pdf

Blaszko, A., 2023. Exploring the effects of homework on secondary school adolescents’ leisure. PhD, Nottingham Trent University. Available at: https://irep.ntu.ac.uk/id/eprint/50007/

Books (forthcoming):

  • Kushnir, I., Blaszko, A. and Atkinson, A. (eds.), New Frontiers in Higher Education Policy in a Dynamic World. Emerald Publishing.
  • Kushnir, I., Blaszko, A. and Atkinson, A. (eds.), Artificial Intelligence Policy in Higher Education. Emerald Publishing.

Course(s) I teach on