Megan Ennion is the Research Development Officer at DEFI and a Vice-Chancellor’s PhD researcher at the University of Cambridge. Her doctoral research, supported by funding from the Accelerate Programme for Scientific Discovery and the Cambridge Centre for Data-Driven Discovery, examines how generative AI tutors shape students’ responses to academic challenge.

Alongside her doctoral work, Megan has led studies exploring how students and teaching staff across Further and Higher Education in England use AI and perceive its role in learning. She teaches and has contributed to the development of AI literacy courses, and is currently working on a project investigating whether AI literacy training changes students’ attitudes towards AI and how they evaluate AI-generated information and the epistemic risks associated with relying on it.

Megan is also the founder and lead of Cambridge University’s AI & Education Community, a university-wide initiative that brings staff, students, and external partners together to connect, share, and learn about AI and education. She holds a Bachelor of Laws (LLB), a PGCE, and a Master’s in Education.

Publications

Ennion, M., & McLellan, R. (2025). Large Language Model Chatbots in education: Exploring literature insights on their impact and influence on learning behaviours. Studies in Technology Enhanced Learning, 4(1). https://doi.org/10.21428/8c225f6e.540b41b5