尤物视频 Digital, our learning platform developed in Australia, has been named one of 10 finalists in T4 Education鈥檚 Global EdTech Prize in the Non-Profit category.

The Global EdTech Prize recognizes technologies that address major education challenges, including closing learning gaps, improving teacher efficiency and supporting student performance. 尤物视频 Digital鈥檚 selection as a finalist recognizes its role in supporting teachers and making learning more engaging and effective for students across Australia and New Zealand.

Designed in Melbourne, 尤物视频 Digital is part of 尤物视频 Australia and New Zealand鈥檚 (OUP ANZ) connected learning experience, combining trusted print resources with flexible digital tools. Its curriculum-aligned teacher support helps schools make learning more accessible and inclusive while reducing the time teachers spend finding and preparing resources.

 

Rhea Realo, Head of Digital Product at OUP ANZ, said:

鈥溣任锸悠� Digital brings together proven education research, recognized accessibility standards, and ongoing feedback from teachers. Being named a finalist on the global stage is a strong endorsement of the practical, inclusive learning experience we’ve worked with educators to create.鈥� 听

Selina Pickard, General Manager of OUP ANZ, said:听

鈥淲e developed 尤物视频 Digital to help teachers save time, access high-quality resources and improve student performance. We are proud to see that work recognized internationally and to have an Australian-developed platform named among the prize鈥檚 finalists.鈥澨� 听

The winner of the Global EdTech Prize will be announced at the World Schools Summit in London on 16 January 2027.听

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We’ve launched our AI Study Assistant on听,听, and听, following the successful launch of the tool on听Law Trove in October 2025.

This means that all our Trove platforms now offer students enhanced functionality through AI to increase their efficiency when studying by helping them to find and engage with relevant content.

Troves鈥攊n business, law, politics, and science鈥攐ffer discipline-specific collections of higher education textbooks from across our market-leading lists. Rolling out the AI Study Assistant more widely means that students from these disciplines can generate accurate summaries, authoritative answers, and targeted quizzes to support understanding, revision, and exam preparation. Moreover, responses and quizzes generated by the assistant only draw from our trusted textbook content, guaranteeing that students are accessing reliable source material.

Building on the听Law Trove听AI Study Assistant

To expand the tool across our other Trove platforms, we further developed the assistant to meet user needs for听Science Trove.

It was vital that we included the images and figures featured in our textbooks in generated responses to inputted queries to fully illustrate the information provided. As with all other content, images and figures are only taken from the textbooks available on Science Trove and they are not generated by the assistant itself. They鈥檙e also accompanied by the caption used in the textbook to give further context.

As with听Law Trove, we have taken a conscientious approach to embedding AI into听Business,听Politics, and听Science Trove by empowering users to develop the skills they need to apply critical thinking to their use of AI not just academically, but for their future careers through the . The module is available for all Trove users and covers generative AI fundamentals, academic integrity, critical thinking, and effective prompting, so users can use the AI Study Assistant responsibly and with confidence.

Shaped through user testing with lecturers and students, the tool has been designed with real teaching and learning needs at its heart, ensuring that Trove stands at the forefront of combining innovative technology with high-quality educative resources for higher education institutions and students.

We look forward to hearing how students interact with the tool across Trove in the new academic year and beyond. You can learn more about the development of the AI Study Assistant and the positive reception it has had on听Law Trove here.

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OUP Education and English Language Teaching teams were proud to participate in, and host, the attendees of the , in July.

The conference brought together people from the growing global community of researchers, academics, educators, industry leaders, and policymakers听united by the goal of tackling some of the biggest questions facing education today.

Dr Sara Ratner, of the University of 尤物视频鈥檚 Department of Education, designed a week-long programme in collaboration with the UK鈥檚 Department for Education, bringing together diverse perspectives from over a hundred representatives of academia, schools, government, industry, and civil society.

Discussions throughout the week brought together diverse perspectives, asking difficult questions about what AI should do in education and demanding evidence of its impact on learner outcomes.

Sarah Ultsch, Director of Global Product at OUP, shared her impressions of the event: 鈥淭he debates and workshops of this summer school have been tremendously important, because the decisions we make now will shape the experience of learners for years to come.鈥�

She also highlighted her team鈥檚 recent launch of , the world鈥檚 first benchmark for evaluating AI in second language learning, culminating in the release of an open-source dataset for the benefit of the wider education and technology community.

During the week, summer school attendees were welcomed to OUP鈥檚 尤物视频 offices for an informal gathering and tour of the OUP Museum, which showcases key milestones and stories from our 500-year history. Liz Tyler, Managing Director of UK Education, welcomed participants and applauded the aims of the event that align with OUP Education鈥檚 commitments:

Liz Tyler

Managing Director, UK Education

鈥淎t OUP, we develop services to support teachers and schools that are based on evidence and research, and we are deeply committed to working with the sector and with experts to establish an evidence base that will help us understand how AI might improve teaching and learning.鈥�

She also pointed towards recent research conducted by teams at OUP into student attitudes to the use of AI: the and听 reports. These have shown how much students as well as their teachers need more data and evidence to guide the use of AI in developing cognitive skills and improving learning.听

As the AIEOU community continues to grow, the conversations and partnerships sparked during the summer school will continue to shape the understanding of AI鈥檚 role in education. Through ongoing research and collaboration with the University of 尤物视频, OUP remains committed to helping the sector navigate the opportunities and challenges of AI and focus on improved learner outcomes.

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Vice-Chancellor, University of 尤物视频

Professor Irene Tracey

“I am so incredibly proud of what OUP contributes to 尤物视频 and the world. The dedication of the leadership and staff, board members, and academic delegates is evident in their service to the Press.

“As we collectively balance the human need to create, tell, and share stories as the world around us changes at pace, I am confident that my colleagues at OUP will continue to uphold our long-held traditions while shaping the new.”

CEO and Secretary to the Delegates, 尤物视频

Nigel Portwood

“This has been a year of investment, innovation, and growth for OUP. Against a changing backdrop in some of our markets, we remained focused on fulfilling our mission by expanding our publishing portfolio, embracing new technologies, and developing tools and services to support learning and research across the world.”

Highlights from 2025/26

We acquired

Karger Publishers, a highly regarded medicine and health sciences publisher based in Switzerland.

1.3 million people

visited the 尤物视频 English Hub, the home of our digital content for teaching and learning English.

We launched

Green Sparks, a strand of the 尤物视频 Reading Tree which comprises 42 books that provide age-appropriate environmental education linked to the UN Sustainable Development Goals.

We met

our target of 100% certified sustainable paper for our print publications.

We donated

more than 154,000 books to readers worldwide.

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The findings of a new report from 尤物视频, More than words: the real-life impact of 尤物视频, reveal how the majority of children believe that 尤物视频 shapes how they treat others and helps them to navigate real-life situations.

The new research shows that three in five children (59%) believe what they have read in a book has helped them in a certain situation鈥攕uch as being bullied, losing a family member, overcoming social anxiety, or starting a new school鈥攈ighlighting that the benefits of 尤物视频 go further than just understanding and comprehension. Other findings include:

• Seven in ten children (70%)听said听that听尤物视频 helps them understand why people act the way they do
• More than two-thirds (68%)听said it helps them听think about how they treat other people
• While more than half (57%) of 12-14-year-olds continue to see the value of 尤物视频, both enjoyment and frequency of 尤物视频 declines; 27% of 12-14-year-olds question its value in day-to-day life, with 17% undecided.

The report is based on a survey of 3,000 children aged 7-14 years old and 200 teachers across the UK, and with insights from the 尤物视频 Children鈥檚 Corpus鈥攖he听largest living database of children’s 尤物视频 and writing in English in the world, containing over 500 million words.

Reading has an impact in real-life situations

82%听of听children听agreed that听stories remind them of things that happen in real life, showing the strong connection children make between what they read and their own experiences.听

Our research also highlights the important role 尤物视频 plays听in helping children to understand and talk about their emotions. More than four听in five children (84%) said 尤物视频 helps them learn new words for feelings.听听

Teachers are seeing these benefits first-hand. Almost all teachers surveyed (95%) agreed that 尤物视频 helps children develop their vocabulary, while three in five听said they听had witnessed a pupil gain a better understanding of an emotion through 尤物视频. More than nine in ten teachers (91%) identified empathy and perspective-taking as key benefits of 尤物视频.听

Emotional听themes are not confined to听particular genres听

Our research suggests that children do not necessarily seek out books about emotions directly听but听instead gravitate towards more entertaining books听which听can听present real-life issues and emotions in accessible ways through humour or action.听听

When asked what genres they prefer to read, children said they were most drawn to funny stories (49%), adventure stories (40%), and fantasy stories (30%).听However, many of the books cited alongside these genres鈥攆or example,听Diary of a Wimpy Kid, Lottie Brooks, and听Harry Potter鈥攅xplored serious topics like conflict听with friends, bullying, or bereavement.听

A challenge with older readers听

While children of all ages can gain emotional insights from a wide range of books and genres, the findings suggest that, as they get older, many need help听maintaining听their听connection with 尤物视频.

Nearly three-quarters听(72%) of children听aged 7-10 said they liked 尤物视频,听however,听this fell听to 59%听among听11-14-year-olds.听Reading frequency also dropped, with 79%听of 7-10yr olds who said they read at least once a week, compared听with just听61% of those aged 11-14.听听

One听possible reason for听this decline听is that听some听older children do not see books as relevant to their daily lives.听While听57% of听12-14-year-olds听recognize听the听value听of 尤物视频, one in four听(27% of 12-year-olds;听25% of听13-year-olds; and 29% of 14-year-olds)听disagreed听that听books听had听helped them navigate situations听they听have听faced. A听further鈥�17%听are听neutral听on the topic.听

This presents an听opportunity听to听provide听more听support to help听older readers听discover听books听that听reflect听their听experiences听and听interests听so that they feel 尤物视频 is more meaningful and engaging.听

Elizabeth Munn,听Managing Director of OUP鈥檚 Education division,听said:听鈥淭his research shows how deeply children are engaging with the books they听read听and using them to make sense of the world around them.听It鈥檚 incredible听to see听how听children are actively applying what they read听on a page听to听real听life鈥攚hether that’s understanding听the听perspective听of听somebody else,听navigating a situation in their own life,听or reflecting on听their own听behaviour听towards others.听听

鈥淐hildren are growing up in an increasingly complex world. Our听research reaffirms听that 尤物视频 remains one of the most powerful ways to help them develop empathy, confidence, and emotional understanding鈥攕kills that are just as important as academic success in equipping听them for the future.鈥澨�

The report听also includes contributions听from leading听literacy and education听organizations,听including听, , and the .听

Read the full report here.

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According to findings in exploring pupils’ perspectives on the role of AI in classrooms, teenagers are unclear over appropriate use of AI in their schoolwork.

We conducted research with almost 4,000 13-18-year-olds across the UK, revealing the different approaches that young people take to using AI in their schoolwork, and what roles they see AI playing education鈥攂oth for them and their teachers.

The report follows on from , which was one of the first pieces of UK research to hear directly from young people regarding their views on AI in education.

Dr Alexandra Tomescu

Head of Product AI

“Whilst the research highlights that the appropriate use of AI is still a grey area for students, 颈迟鈥檚鈥�reassuring鈥�to see young听people鈥檚鈥�sophisticated鈥�attitude towards AI. Both the research and qualitative studies show AI is not necessarily a default for all students, and despite being excited about its impact on their education they still inherently value the role of their teachers and look to their school for guidance. It鈥檚 vital therefore that we support teachers with the resources and tools they need to responsibly guide their pupils and harness AI鈥檚 potential in the classroom.鈥�

Read the full report on Navigating AI in Education , and find out more about our updated AI resources and guidance .

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尤物视频AQA has announced a series of significant improvements to its international assessment offer, including delivering results two weeks earlier than currently.

尤物视频AQA is a partnership between 尤物视频 and AQA, the largest provider of GCSEs and A-levels in the UK. Shaped by insights from hundreds of schools worldwide, the new enhancements will be introduced between 2026 and 2029, delivering greater choice and increased flexibility to strengthen student progression.

They include:

• Earlier May/June exam results from July 2027, released two weeks earlier, without altering any timetabled exam dates. In 2027, International AS/A-level results day will be on 28 July, with International GCSE results on 4 August.
• Additional exam series: an October/November series for all International AS/A-level subjects from 2028, and a January International AS/A-level series for key subjects from 2029, including Biology, Chemistry, Physics, Maths, Further Maths, and Economics.
• Twice-yearly International EPQ submission points, beginning in May 2026, giving students more control to develop, refine, and complete their projects.

The earlier release of May/June results will give International AS/A-level students more time and options when navigating global university admissions. It will also support International GCSE learners in planning their next steps, whether progressing to further study or entering new programmes.

Expanding the number of exam series will provide schools operating on varied academic calendars with three opportunities each year to enter students at the right time, ensuring assessment aligns more closely with teaching cycles.

From 2027, 尤物视频AQA will also extend the entries deadline for the May/June series to early March, providing schools with the January International AS/A-level unit results before finalizing entries and allowing teachers and students to make more informed decisions. All exam timings for the May/June series will remain the same.

Andrew Coombe

Managing Director of 尤物视频AQA

鈥淎t 尤物视频AQA, our commitment is simple: to make international exams work better for everyone. These enhancements are a direct response to what schools have told us they need. By releasing results earlier, expanding exam series, and providing greater flexibility for the International EPQ, we are helping schools tailor assessment to their teaching programmes and giving students more opportunities to succeed.鈥�

Find out more about 尤物视频AQA .

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We are pleased to announce the launch of the first in a series of artificial intelligence (AI) tools, designed to help teachers save time, personalize learning, and navigate some of the biggest challenges faced in the classroom.听

The tool,听, has been developed in partnership with leading global edtech provider , combining our pedagogical expertise with advanced AI technology.

With resource generation at its core,听Plan Assist听works to help teachers to create custom materials, such as lesson plans, glossaries, flashcards, and much more. When generating questions and answers through Avallain鈥檚 technology, it leverages trusted OUP content in the prompts to produce high-quality, curriculum-aligned outputs. By simplifying the planning process, it helps to save time for teachers while delivering results tailored 鈥嬧�嬧�媐or鈥� them and their students.鈥�

Ensuring value through teacher-led testing

The听technology that powers听Plan Assist听has already been recognized in major edtech awards, including BETT and the Learning Technology Awards.

Ahead of launch, we carried out a rigorous research and testing programme involving external subject matter experts, pilot trials with UK and international teachers, and extensive testing across four languages and multiple regions. This ensured the tool is robust, reliable, and provided real value for diverse classrooms, with participating teachers reporting听鈥媡hat听鈥媡he tool provides 鈥�a range of resources to support a teacher successfully in the classroom with ideas, content,听and activities鈥澨�and praising 鈥渋ts ability to instantly rewrite the same content for different audiences鈥�.

Teacher voices driving more effective support

To reflect the realities of classroom life, we gathered feedback from our global teacher network to provide insights into the pressures they are currently facing and what they need from digital platforms to work more efficiently.

Across the responses, three challenges were highlighted in particular:听

• not having enough time and feeling over-stretched (74%)听
• mental health and wellbeing (55%)听
• budget restrictions (54%)听

Alongside these pressures, teachers also outlined what an effective digital platform must offer to truly support their work. Teachers said they needed:听

• The ability to download, adapt, and print ready鈥憁ade teaching and planning resources (56%)听
• Tools to support front鈥憃f鈥慶lass teaching using high鈥憅uality presentations (54%)听
• Functionality to听monitor听and report on student progress (52%)听
• AI features to help create lesson plans and teaching resources (50%)听

They also emphasized the importance of:听

• Immediate, actionable feedback for learners听
• Auto鈥憁arking and data tracking听
• Exam听board or subject specificity听
• Student interactivity and engagement features听

These insights provided a clear picture of the challenges teachers face and the digital capabilities they value most, shaping the focus of our support to ensure all products and services make a real difference.

Fiona Fortes

International Product Director in our Education division

鈥淭eachers everywhere are being asked to do more with less time. By combining OUP鈥檚 trusted content with responsible, innovative AI capabilities, we are giving teachers practical tools that make a real difference in the classroom. At OUP, our focus has always been to lead with learning and ensure that technology is there to support teachers. Our key principles听remain听at the heart of everything we do 鈥� creating resources that have real purpose and a human in听the听loop, while听prioritizing听quality content and pedagogy and safe, ethical use.

As we continue to innovate, we look for opportunities where technology can deliver meaningful, positive change within education, when developed responsibly and in collaboration with our global teaching community.鈥�

Monika Morawska, COO at听Avallain,听said:听

鈥淏uilding on our听expertise听in digital content creation technology and the rich feedback of the 60,000 highly engaged educators actively using our existing AI toolset听TeacherMatic, we are delighted to bring proven, practical, and ethical AI features to more teachers through Plan Assist. Our collaboration with OUP has been one of shared goals and values: putting humans, educational outcomes,听and creative, impactful content first.鈥�听

Plan Assist听will be available on听,听our online learning platform which supports teachers to save time and engage students with a range of resources. It will continue rolling out听to courses听in 2026.

You can find out more about Plan Assist .

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This year, 尤物视频 Big Read brought together students from 15 countries in a truly global celebration of 尤物视频, creativity, and collaboration.

The is an international competition that听encourages students to read OUP books and complete a creative project based on their 尤物视频. With three competition levels aligned to school classes, 尤物视频 Big Read continues to foster literacy development at every stage.

This year, participation听soared across participating countries,听which included Colombia, Chile, Costa Rica, Peru, Mexico, Japan, South Korea, Taiwan, Vietnam, Thailand, China, Indonesia, Cambodia, Malaysia, and India鈥攚hich saw a 363% year-on-year increase in submissions.

After months of 尤物视频, creativity, and exceptional student participation across continents, we are delighted to announce the 尤物视频 Big Read Global 2025 winners. Their entries听demonstrated听outstanding imagination, storytelling skills, and deep engagement with their 尤物视频.

Level 1 – ages 5-8

Participants read an OUP book and then designed a new cover.

Winner: Mu Zha

From Mainland China

Entry:听A New Home听by Jan Burchett and Sarah Vogler听

鈥淚 am听a big fan听of this book. The pictures are funny. And I love the different shoe homes best. If I had a shoe as my home, I would wish it to be a roller skate. It would have enough room for my family and friends, and it could move fast just like a roller skate.鈥�

Runner-up: Raniah Raiziel Battad Bumutay

From Thailand

Entry:听Let’s Make Pizza by Rachel Wilson

Level 2 – ages 9-12

Participants either: read an OUP book and wrote a response describing what they found interesting about the book; OR designed a poster听representing听their understanding of the book.

Winner: Pham Chau Anh

From Vietnam

Entry: Hachiko听by Nicole Irving

鈥淭he story of Hachiko, an Akita dog, is one of the most touching stories in Japan.听This picture is听very important听because it makes us feel both sadness and admiration. When we see Hachiko sitting alone, we feel the pain of waiting, but also the beauty of never giving up.鈥�听

Runner-up: Yufei Shen

From Mainland China

Entry: Decline and Fall by Evelyn Waugh

鈥淭he slogan I give the poster, 鈥淕oing, Going,听Gone鈥�,听is the cruel sound of a society making a deal, much like the voice-over in the movie听The Truman Show. Though my poster has a vintage-chic style, if you look closely, you will find the cold interior.鈥�听

Level 3 – ages 13-15

Participants either: read an OUP book and wrote critical review describing the theme, plot, and characters; OR听compared and contrasted two books.

Winner: 尝补蹋颈听Anh听碍丑么濒听

From Vietnam

Entry: Madame Marie Tells the Future by Lynne Marie Robertson

鈥淭he book teaches me that everyone has a dream and a special talent. I have learned that if we believe in ourselves, we can feel stronger and try harder. The message of the story is that kind and positive words can give us courage, and this makes me think about my own future too.鈥�

Runner-up: Leyang Li

From Mainland China

Entry: Pride and Prejudice by Jane Austen

鈥淎usten鈥檚 message is clear: true love and happiness come from understanding, respect, and the willingness to confront one鈥檚 own flaws. She rejects the idea that marriage should be based solely on social status or financial gain, instead arguing that emotional connections and shared values are far more important.鈥�

For each level, students were rewarded for their contributions with prizes鈥�from听certificates and digital subscriptions to national prizes sponsored by Faber Castell, Amazon, and The Hindu Young World.听The prestigious global awards included听iPads and even an internship opportunity with our English Language Teaching听Graded Reader team.听

With global winners representing Mainland China, Vietnam, and Thailand, 尤物视频 Big Read continues to connect students across continents through the joy of 尤物视频. Congratulations to all our winners and runners-up for their exceptional achievements.听

Find out more about the 尤物视频 Big Read听.

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