Global Academic Publisher

Sophie Goldsworthy

“AI has not rescued the humanities. What it has done is reveal, with unusual clarity, what happens when societies allow the institutions that cultivate judgement to erode.”

For a decade, the standard advice to a philosophy undergraduate was to have a backup plan. Now, several of the world’s most consequential technology companies have hired philosophers to do work that sits close to the centre of what they build, not at the edges of it. At Anthropic, philosopher Amanda Askell 鈥� lead author of Claude鈥檚 鈥淐onstitution鈥� 鈥� spends her working days training AI models 鈥渢o be more honest and to have good character traits.鈥� At Google DeepMind, philosopher Iason Gabriel is leading research into the 鈥渃omplex moral landscape of AI鈥�.

OpenAI haven鈥檛 made hires, but claim to have consulted hundreds of moral philosophers and ethicists in shaping ChatGPT鈥檚 guardrails, and Sam Altman acknowledges the influence of the 2014 book Superintelligence 鈥� widely regarded as the origin text on which current work on AI safety and guardrails builds 鈥� pronouncing it 鈥渢he best thing I鈥檝e seen on this topic鈥�. As concluded, 鈥渙ne of humanity鈥檚 oldest disciplines and one of its newest inventions feel distinctly made for each other.鈥�

This reads, at first glance, like a rescue story. What has actually happened is narrower and more interesting. AI has made a specific set of humanities capabilities newly legible to employers who had no prior use for them. Reasoning about truth, belief, obligation, and interpretation used to be a hard sell outside a seminar room. It no longer is, in a handful of places, for a handful of people. As Aaron Kagan described it in the philosophy blog , this is 鈥渢he job market deepfake: a public story that turns scattered, specialized roles into the appearance of a clear new pathway.鈥�

The industry also has a documented habit of treating this kind of work as disposable when conditions change: ethics and responsible-innovation teams have been cut at Twitter, Meta, Microsoft, and Google within the past three years. Palantir CEO Alex Karp has gone further, predicting at Davos in January that AI 鈥渨ill destroy humanities jobs鈥�. A handful of current hires proves demand exists, not that it will last.

Challenges remain

The humanities face a structural threat from enrolment decline, funding stress, course closures, and weakening pre-university pipelines. The reported in 2025 that degrees in most humanities disciplines fell by more than 25% over the last fifteen years. The says SHAPE subjects lost some 4,000 academic posts in a single year, with early-career staff and teaching roles particularly exposed.

The British Academy also warns of 鈥渃old spots鈥� where languages, classics, and other subjects are becoming unavailable, with this geography of opportunity narrowing fastest in rural, coastal, and historically under-served regions. More than half of young UK students now study within 90km of home, and almost a third within 30km. Students from disadvantaged areas are even more likely to study locally. When regional provision disappears, the choice is lost first by those least able to move.

This is where the AI-hiring story becomes more than a curiosity. The question is not whether AI companies occasionally hire philosophers. It is whether the students who might become the next generation of AI ethicists, linguists, historians, or philosophers will have the opportunity to study those subjects at all.

Access to study humanities disciplines is shrinking

I have a vested interest here: I have spent my career publishing humanities research, at a press that has invested in these subjects over generations, often in fields whose value was obvious to scholars long before it was obvious to the wider world. That record is old, stable, and deliberately slow in the best sense: not inert, but built to outlast fashion, institutional churn, and the argument of the week. It is infrastructure rather than decorative inheritance: once the expertise, teaching capacity, and research communities behind it disappear, they are difficult to rebuild. The British Academy’s report makes the same point in policy terms: hundreds of individual course closures can amount, in aggregate, to a system-level failure.

And when AI tools level the technical playing field, the skills becoming most essential 鈥� well beyond the academy 鈥� are human judgement, interpretation, ethical reasoning, historical perspective, and language. Knowing what to trust, what an argument actually establishes, what a piece of AI-generated text is tacitly assuming, and where fluency is concealing ignorance. Large language models can generate answers in seconds. They cannot, by themselves, tell us whether those answers are well founded, ethically defensible, historically informed, or rhetorically misleading. The phrase 鈥淎I slop鈥� has caught on because it names a real fear that synthetic abundance will make knowledge feel cheaper, faster, and less accountable. Scholarship is not valuable despite being careful, slow, and evidenced, but precisely because of those qualities.

But access to that scholarship as published content cannot compensate for the loss of access to the disciplines themselves. The British Academy report is clear that shrinking regional provision reduces student choice, deepens barriers to opportunity, and threatens the research pipeline that sustains future expertise. Languages provision has nearly halved since 2011/12. English Language and Literature enrolments have fallen by almost half; History and Drama are each down 29 per cent. These numbers are less a lament for the past than a warning about the future: students do not choose from an abstract national menu of options, but from what they were taught at school, what they can afford, where they can travel, and whether the subject still exists within reach. Falling demand may therefore be less a verdict on value than the visible end-point of restricted opportunity.

That is why the debate about philosophy graduates in AI companies is too small, even when it is interesting. A chatbot can summarize Aristotle. It cannot teach a student why a translation matters, why a premise is doing more work than it admits, or why a confident answer may still be wrong. Nor can it rebuild a department once the staff have gone, the courses have closed, and the local pathway into a subject has disappeared.

Humanities skills will remain vital

A small number of new job titles do not settle the future of the humanities. What they do is put a number on the clock. The pipeline that produced those philosophers stepping into roles at leading technology companies is narrowing, while the need for their skills is only starting to reveal itself. Whether there are more philosophers available to step into these roles in 10 years depends on decisions being made now, and not by AI companies at all. It depends on schools that still teach students how to read slowly. It depends on universities that still make room for languages, history, philosophy, literature, and the study of culture. It depends on publishers, libraries, and funders continuing to sustain the scholarly record from which all serious interpretation begins.

AI has not rescued the humanities. What it has done is reveal, with unusual clarity, what happens when societies allow the institutions that cultivate judgement to erode. The skills that help us distinguish evidence from assertion, interpretation from prediction, and knowledge from plausible-sounding noise are becoming more valuable at exactly the moment access to the disciplines that teach them is becoming more fragile. Philosophers Amanda Askell, Iason Gabriel, and several of their colleagues had that chance. The real question is who still gets it after them.

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Managing Director, Chinese Mainland and Hong Kong

Nancy Yip

“I have been consistently inspired by a shared belief in the transformative power of education and its critical role in economic and social progress.”

Before I had the privilege of joining the world of publishing, I built my career in the technology industry. Looking back, one of the most rewarding aspects of my professional journey so far has been bringing that technology perspective into an organization with the rich history built over centuries and enduring mission of 尤物视频.

Throughout my years in technology, conversations often centred on the relationship between innovation and the value it creates for customers. When I made the transition into publishing, I found myself reflecting on a fundamental question: in an era of rapid digital transformation, what is the enduring value of publishing?

The answer became clearer through my work with educators, institutions, and partners across Chinese Mainland, Hong Kong, and the wider Asia-Pacific region. Despite the differences between markets, I have been consistently inspired by a shared belief in the transformative power of education and its critical role in economic and social progress.

What has struck me most is that as access to information becomes almost limitless, the need for trusted, high-quality knowledge becomes even more important. In many ways, my experience in technology has reinforced, rather than diminished, my appreciation for the role publishers play in helping learners and educators navigate an increasingly complex information landscape.

Today, technology is reshaping classrooms, and institutions are thinking differently about how they deliver meaningful outcomes. Across Greater China and increasingly other markets in Asia, I see three important trends that are shaping the future of education.

1. The expectations of learners and researchers are changing

The education sector in Greater China is at a critical stage of transformation towards high-quality development, where technological innovation and evolving learner needs are advancing in parallel. The main characteristics are:

• A stronger focus on the development of future-ready competencies: the sector is shifting from prioritizing broad access to learning resources, towards ensuring high-quality, equitable provision for all learners. Alongside this shift, there is a growing emphasis on developing competencies, building future-ready capabilities, and the skills needed to support long-term economic and social development.
• A greater emphasis on measurable learning outcomes: market expectations are moving beyond efficiency gains towards measurable and sustainable learning outcomes. Learners and parents are placing greater value on authentic language proficiency and long-term learning pathways. Schools are seeking structured, implementable teaching solutions, while partners are looking for stable and professional collaboration models that can endure over time. This reflects a broader regional shift towards solutions that create lasting educational value rather than short-term results.
• The accelerated integration of technology:听digital technologies, particularly AI, are increasingly embedded across educational settings. There is a growing industry consensus that technology should serve as a means rather than an end, with greater focus on how it can effectively support and enhance teaching and learning outcomes.

2. Researchers and institutions are focusing on impact

Alongside changes in learning, researchers today are increasingly focused not only on generating new knowledge, but on ensuring that their work reaches wider audiences and contributes to real-world outcomes. Institutions are looking for ways to strengthen excellence in teaching and research while also demonstrating broader societal impact.

As expectations evolve, trusted knowledge, quality content, and effective dissemination become more important than ever.

3. Connecting Greater China and the wider region

One of the most exciting developments I see is the growing connectivity across the Asia-Pacific region’s education and research communities.

Hong Kong continues to play an important role as an international hub, connecting global perspectives with regional expertise. At the same time, Chinese Mainland’s continued investment in education, research, and innovation is helping shape the broader regional landscape.

Together, these strengths create opportunities for greater collaboration and shared learning across borders.

What excites me about the years ahead

As the education landscape continues to evolve, I remain optimistic about the future. I am encouraged by the energy and ambition I see among educators, researchers, and institutional leaders across the region. There is a shared commitment to improving outcomes and creating greater opportunities for learners.

At OUP, we are committed to becoming a trusted partner, collaborating closely with institutions to shape innovative, impactful solutions that empower lifelong learning and help define the future of education in the region.

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Senior Product Manager

Maxine Spence

“We have decades of experience听creating levelled readers that build 尤物视频 confidence. With听Green Sparks, we wanted to harness that听expertise听to听address听one of the biggest themes in education today: sustainability.“

As educators and publishers, we know that children听start听making听sense of the world听around them听long before they can fully articulate听how听they feel about it.听Many children today experience anxiety around issues like climate change and the state of the world.听It became听increasingly听clear to me that we needed a new kind of resource: one that would inform, empower, and inspire听children, rather than overwhelm听them.听

This听need听led to the creation of听, our new strand for international schools, designed for readers aged听four听to听seven. Our goal was simple, but ambitious: to introduce sustainability听to young readers听through engaging storytelling, rich non-fiction, and听age鈥慳ppropriate concepts.听What makes this听series unique is听the alignment听of听its听42听carefully levelled books听with the .听All the books are听dedicated to helping children understand and care about their world.

At OUP, we have decades of experience听creating levelled readers that build 尤物视频 confidence. With听Green Sparks, we wanted to harness that听expertise听to听address听one of the biggest themes in education today: sustainability.

The series听is underpinned by our听听system,听which incrementally increases the听level of challenge听and allows children to experience 尤物视频 success by accessing a text听at the right level for them.听The Green Sparks series is听primarily phonically decodable,听because research shows that systematic synthetic phonics is the most effective way of teaching young learners to read.听听We also听introduced听听some听topic words听earlier听than听we would usually, where they were essential for听understanding;听sustainability听terms like 鈥渨aste鈥澨齛nd 鈥渇lood鈥澨齱ere carefully selected听to ensure that children听comprehend听core concepts.听

Before we started this project, there听was听a听lack听of resources that introduced听the听UN SDGs in a way young learners can听understand and engage with. There were no levelled readers supporting this topic听and certainly none that integrated phonics, global citizenship, and environmental education.听Green Sparks听fills that gap. Although it complements the , we designed it to be adaptable. Schools anywhere in the world, following any curriculum, can use it for 尤物视频 practice, inquiry鈥憀ed learning, or cross鈥慶urricular projects.听

A question I鈥檓 often asked is how we translate complex global goals into something meaningful for young learners. Fiction plays a particularly important role in this series. Stories help children explore challenges and emotions at a safe distance: a journey through a forest can spark conversations about habitats. Fiction lets readers step into someone else鈥檚 experience with empathy and imagination. At the same time, we knew non鈥慺iction was essential, not only for knowledge building, but because many young readers are naturally drawn to facts, diagrams, and real鈥憌orld imagery. The interplay between narrative and information is one of the series鈥� greatest strengths.听

In addition听to the clear progression and听levelling听for听every book, we provide听supportive teacher materials, such as听guided activities, prompts, and cross鈥慶urricular suggestions to help adults scaffold understanding. Whether a child is 尤物视频 independently or exploring a text with a teacher, the structure ensures that concepts are introduced gently but purposefully.听

We were also determined to reflect the global nature of sustainability. The authors contributing to听Green Sparks听come from a wide range of countries and cultural backgrounds, helping us present an authentically international viewpoint. Some books focus on local, everyday experiences while others explore larger global issues, from protecting coral reefs to supporting communities after an earthquake. This balance helps children understand both the worldwide scale of sustainability and the role they can play in their own communities.听

When children understand their world, they care about it. My hope is that听Green Sparks听not only builds 尤物视频 fluency but nurtures a generation of young global citizens who feel empowered rather than overwhelmed by the challenges ahead.听

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Global Academic Publisher

Sophie Goldsworthy

“Our focus is on publishing the most authoritative, carefully reviewed scholarship we can find in support of our mission, on topics that matter to how people understand and navigate the world.”

Something is shifting how people relate to information. Not just what they believe, but who they trust to tell them anything at all.

The latest makes for sobering 尤物视频. Seven in 10 people globally are now unwilling or hesitant to engage with someone who holds different values or draws on different sources of knowledge. We are retreating into our own information worlds 鈥� and the walls are getting higher.

This is a cultural problem that raises a fundamental question for publishers: what is our role when trust itself is under strain?

comes at a moment when the publishing industry has every reason to reflect on what it stands for.

At OUP we think about this a lot. We are not driven by fleeting market trends, nor do we have an agenda. Our focus is on publishing the most authoritative, carefully reviewed scholarship we can find in support of our mission, on topics that matter to how people understand and navigate the world.

This sounds simple. In the current climate, it is anything but.

Expertise still counts, but it needs a champion

The consistently shows that people retain confidence in professions they associate with training, evidence, and public service: scientists, doctors, teachers. There is still a broad cultural appetite for expert-led information. People want to understand complex issues. They want reliable guides through a noisy world.

But that appetite is going unmet. Too much of the information environment rewards speed over substance, heat over light. Algorithms surface what provokes, not what illuminates 鈥� as we know from selecting rage bait as 尤物视频 Word of the Year 2025. And in that environment, evidence-based publishing can struggle to compete for attention, even when it is exactly what people need.

This is where university presses have a distinctive role to play. We are active participants in the information ecosystem, and we have a responsibility to show up in it.

Publishing ideas that challenge and connect

One of the things I believe most strongly is that serious publishing is not just about providing answers. It is about building the intellectual infrastructure that helps people think better.

That means publishing works that deliberately sit across disciplines; content that brings together different fields of knowledge to shed new light on urgent problems. Our 听series does exactly this, commissioning research that bridges the humanities, sciences, and social sciences to take the questions that don’t fit neatly into any single box.

It also means actively seeking out the books that help people make sense of a turbulent moment. Richard Susskind’s听 does not tell readers what to conclude about artificial intelligence. It gives them the tools to think the question through themselves. Tim Lenton’s听 reframes the climate crisis not as an intractable catastrophe but as a system capable of rapid, positive change 鈥� if we understand its dynamics. These are not comfortable reads. They are demanding, rigorous, genuinely useful.

The case for rigour

If there is one thing I would want to say clearly to anyone who cares about the state of public knowledge, it is this: peer review is not a bureaucratic formality. It is a safeguard.

In an age of AI-generated content, where hallucination is an industry term rather than a metaphor, the ability to say “this has been checked, challenged, and verified by leading experts” is more valuable than it has been. The processes that are second nature to academic publishers 鈥� rigorous editorial standards, independent review, careful fact-checking 鈥� are exactly what the information environment is currently short of.听

And it’s part of our commitment to upholding standards that make our publishing trustworthy by design, not just by reputation.

A moment for mission

All publishers are operating within a complex and ever-changing environment. The AI disruption is not abstract. It is reshaping how research is conducted, how content is discovered, and how readers engage with ideas. None of that is going away.

But none of it changes the underlying need that serious publishers exist to meet. People want to understand the world. They want information they can rely on. They want to engage with ideas that reward the effort of sustained attention.

I am proud to work for an organization that is going out of its way to address that need. Because in a world pulling apart into competing information silos, rigorous, mission-led publishing matters more than ever before.听

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Director of Assessment, Data and Insights

Jonathon Speed

“The 尤物视频 International Standardized Assessments allow teachers to fully understand their students’ strengths, weaknesses, and opportunities to improve. The granularity of reporting across the curriculum, combined with the standardized nature of the results, gives a level of insight not previously achieved.”

As we open the first official test window for the 尤物视频 International Standardized Assessments, I’m proud to mark an important step forward in our global education offer.

Developed collaboratively across OUP, the provide reliable, externally benchmarked, end-of-phase tests that give schools clear insight into learner progress. These assessments combine academic rigour with a low-pressure experience that helps prepare students for future learning.

Endorsed by the University of 尤物视频, 尤物视频 International Standardized Assessments reflect our commitment to quality, consistency, and innovation in assessment.

The 尤物视频 International Standardized Assessments are a series of digital, end-of-phase tests for students at key ages in primary and lower secondary. The assessments are aligned to both the and the English National Curriculum, in English or English as a second language, science, and mathematics.

Each subject assessment gives informative, data-driven insights with standardized performance scores. What this means in practice is that, for example, in science, a student could discover that they are high-scoring in biology with a deep knowledge of plants and animal behaviour, but still have areas to develop in their knowledge of states of matter in chemistry. This is a much more meaningful and useful method of analysis compared to a single, averaged science score.

For teachers and schools, this means that results can more easily highlight where a particular class, teacher, or year group have mastered an area of the curriculum, but also show where there may be more work to do in developing schemes of work in certain areas. The standardized nature of the assessments allows direct comparisons to be made between students, classes, and even between schools within school chains.

Through these assessments, students will be able to experience a more formal and rigorous exam-style setting in a safe and supportive environment. This is an important step in developing good exam practice, a skill that is continually improved on over time.

Additionally, the 尤物视频 International Standardized Assessments have been certified by the University of 尤物视频 for their design and approach to assessment, so every participating student who completes all their tests will receive a certificate, allowing them to celebrate their achievements.

All the assessments are digital. Most of the assessments are entirely auto-marked, while the extended writing test is manually marked online with no intervention required from teachers or schools. Because of this, results and certificates are available just a few days after a class completes the tests.

Insights gained from the pilot phase

During our pilot phase, we analysed over 26,000 tests and 1,500 questions individually to understand the difficulty and performance for all questions. This allowed us to balance our tests to ensure the difficulty progressed fairly and was equally spaced out throughout the assessments. We used the results from the pilot phase to build out standardization curves, allowing us to compare the results from students across all subjects and topic areas on a standard scale.

The granularity of reporting across the curriculum, combined with the standardized nature of the results, gives a level of insight not previously achieved.

If taken at the end of year 6, the teacher and student can be confident that their progression to secondary school is on a firm foundation. If taken at the end of year 9, the results can be used by the school to best support students as they embark on higher stakes learning, such as .

The assessments undergo an annual refresh to reflect changes in student knowledge and curriculum growth over time. We will seed new items into the assessment each year, allowing us to collect the necessary data to place them accurately into the difficulty model and adjust the standardization curves. We expect to add new subjects over time鈥攂ut it’s too early to give specific details yet.

Find out more about the 尤物视频 International Standardized Assessments .

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Managing Director, UK Education

Elizabeth Tyler

“Our ambition is clear: to empower teachers and learners with solutions that respond to the evolving needs of UK schools, today and for the future.”

The UK government鈥檚 recently published curriculum and assessment review marks a pivotal moment for education. The vision is clear: building a world-class curriculum for all and equipping young people for our rapidly changing world.

The review sets out a plan for a curriculum that enables teachers to impart critical knowledge and inspire a love of learning. It emphasizes the importance of strong foundations in the primary years, so that students embark on secondary education with confidence, enthusiasm, and curiosity. It also points out the importance of 尤物视频 as a key skill to enable access to the complete curriculum and introduces new measures to support all students in becoming proficient readers.

The final curriculum will be published in spring 2027 and implemented from September 2028. While the revision of the curriculum presents a real opportunity, it will need strong implementation planning by school leaders and teachers. As Managing Director of UK Education at OUP, I see this as a chance to reaffirm what matters most. We must support teachers and learners with the knowledge, skills, tools, and confidence they need to help every child thrive in a changing world.

I’ve outlined below my six key take-aways from the report and how OUP can support:

Reading and literacy
The review reinforces the importance of 尤物视频, from learning to read and decode to cross-curricular literacy and 尤物视频 for pleasure as drivers of attainment and engagement. Strong foundations in 尤物视频 are critical for progression, and we welcome the introduction of the Year 8 尤物视频 test to ensure students continue to build confidence and fluency beyond primary school.

OUP has decades of expertise in phonics, early 尤物视频, and fostering a love of 尤物视频. Our trusted programmes including , ,听 (ELS), and have helped generations of learners, and our support for 尤物视频 at Key Stage 3 enables learners to become confident readers in secondary school. We continue to collaborate with educators to provide evidence-based resources and professional development that empower teachers to nurture confident, motivated readers.

Oracy听
Oracy鈥攖he ability to express oneself fluently and communicate effectively鈥攊s increasingly recognised as essential for academic success, confidence, and wellbeing. It supports learning across subjects and equips students with vital communication skills for life beyond school.

The review recommends introducing an oracy framework for primary and secondary children, placing spoken language alongside 尤物视频 and writing as a core skill. This reflects a growing understanding that oracy underpins learning and prepares students for future challenges.

OUP champions oracy through our publishing and partnerships. Techniques are embedded in Read Write Inc. and ELS, and are woven throughout . We also work with Voice 21, the UK鈥檚 leading oracy education charity, to define best practice for embedding oracy across subjects. Together, we have developed free resources such as and to help schools integrate oracy into everyday teaching.

Supporting learners with SEND
We welcome the review鈥檚 call for greater inclusion and its recommendation for evidence-led guidance on adapting curriculum and pedagogy for children and young people with special educational needs and disabilities (SEND). This aligns with our long-standing commitment to creating resources that are accessible for all learners. For example, the is built around equitable learning, and its research-based inclusive approaches bring benefits to all.

Our recent shares insights from 260 schools, practical advice from SEND experts, and case studies of inclusive classrooms. From differentiated materials to targeted interventions, we work closely with schools to ensure every learner can make progress. As one school implementing our Read Write Inc. phonics programme commented: 鈥淥ur children make progress in 尤物视频 regardless of their background, language, or SEND status.鈥�

AI and digital
Technology is transforming teaching, learning, and assessment. AI offers opportunities to personalize learning, reduce workload, and enhance classroom experiences, but only when guided by educational value. These developments make digital literacy essential skills for all learners.

The proposal for a new qualification in data science and AI for 16鈥�18-year-olds reflects this shift, signalling the importance of preparing young people for a future shaped by intelligent technologies. At OUP, we believe technology should serve learning, not the other way around. Our explores the impact of AI on students鈥� skills and provides advice for schools looking to develop AI literacy in the classroom. As digital innovation accelerates, we remain committed to supporting educators with solutions that are ethical, evidence-based, and focused on meaningful outcomes.

Assessment
The review aims to ensure that assessment reflects the breadth of the curriculum and captures the strengths of every young person, striking the right balance between different assessment methods. We welcome the proposed reduction in assessment burden at GCSE, which should help alleviate pressure on students while maintaining high standards.

Effective in-school assessment is a powerful tool for driving improvement. It helps teachers identify learning gaps, tailor their teaching, and unlock progress for every student. When used well, assessment supports both academic achievement and learner confidence.

Our resources are designed to support formative and summative assessment across subjects, with tools that provide actionable insights for teachers. For example, plays a central role in schools’ digital learning ecosystems, integrating formative assessment tools that enhance teaching and learning. Alongside this, our comprehensive revision resources, such as , help students prepare effectively for exams, ensuring they feel confident and ready to succeed.

Subject changes and implementation
We’re looking forward to working alongside subject communities, teachers, and partners to bring these changes to life. Our focus is on continuing to help educators develop coherent, sequenced, knowledge-rich curricula and giving them the tools to adapt and deliver these effectively in their own contexts. We’re committed to increasing access to triple science, drawing on our expertise to remove barriers through targeted support, CPD, and high-quality resources.

Embedding diversity and inclusion across subjects and resources remains a priority, ensuring every learner sees themselves reflected in what they study. At the same time, we want to equip students with the critical skills they need to thrive in a rapidly changing world鈥攂uilding analytical thinking, media literacy, and financial literacy into the curriculum.

To achieve this, we’ll continue to innovate in ways that make teachers’ planning and delivery as efficient and effective as possible, leveraging AI tools and high-quality resources to save time and enhance impact in the classroom.

Continuing to lead with learning
Change is constant, but so too is our commitment to working with and empowering teachers. We combine trusted content with responsible technology, grounded in research and best practice. Our ambition is clear: to empower teachers and learners with solutions that respond to the evolving needs of UK schools, today and for the future.

Find out more about our response to the curriculum review .

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Director, Assessment

Andrew Nye

“By focusing on quality, relevance, and accessibility, institutions can not only meet the needs of today鈥檚 learners but also build a stronger, more trusted reputation in the wider education community.”

In today’s fast-moving education space, choosing the right English language assessment solutions can make a real difference. It’s a strategic decision that can shape how learners progress and how smoothly your institution operates, with the potential to improve outcomes, build confidence, and enhance the day-to-day experience for everyone involved.

From my experience, it’s not about ticking boxes or becoming a test centre. It’s about finding the right partner and the right tools to help your institution thrive.

Here are some of the most important things for institutions and decision makers to consider:

Once you’ve found the right assessment solution, it’s worth thinking about how your institution can take things a step further.

Becoming a test centre isn’t just a badge of honour. It brings real, practical benefits that support your learners and strengthen your institution’s position in the education landscape.

One of the biggest advantages is the added credibility that comes with being associated with a globally recognized assessment brand. It signals to students, parents, and partners that your institution meets high standards for quality, security, and professionalism. It also helps you stand out from the crowd, especially in a competitive market, by showing your commitment to trusted, high-quality assessment experiences.

Partnerships are another big plus. As a test centre, you can collaborate with local schools, universities, and employers to offer reliable, accessible testing option. These relationships can help raise your profile and bring in new learners through word-of-mouth and referral networks.

You’ll also benefit from ongoing training and support from the assessment provider. Whether it’s setting up systems, training staff, or staying up to date with best practices, you’ll have expert guidance throughout the process.

And perhaps most importantly, becoming an approved test centre contributes significantly to learner success. By offering high-quality assessments locally, you remove barriers like travel and scheduling, making it easier for students to take the next step in their academic or professional journey.

Essential skills for higher education entry tests

When a test is used as part of the entry process for higher education, it needs to do more than just meet basic requirements; it should give a clear picture of whether a student is ready to thrive in that environment.

Strong language proficiency is the foundation. A well-designed test should cover all four core skills: 尤物视频, writing, listening, and speaking. At more advanced levels, it should include mediation tasks too. At C1 level on the CEFR, for example, students should be able to combine skills in meaningful ways, like listening to a lecture and summarizing it in writing. These kinds of integrated tasks show how well learners can process, connect, and communicate ideas, just like they’ll need to do in real academic settings.

Then there are the academic and study skills that, while not always assessed directly, can still be reflected in the way a test is designed. Timed tasks, for instance, can mirror the pressure of managing deadlines or working under exam conditions. Writing tasks that require students to bring together information from multiple sources can give a good sense of how well they can research, evaluate, and build a coherent argument. These are skills that are essential for success at university.听

Choosing the right assessment solution and knowing how to make the most of it can have a lasting impact on both learners and institutions. From selecting tests that reflect real-world language use, to becoming an authorized test centre, to understanding what higher education institutions value in a test, every decision plays a part in shaping learner outcomes and institutional success.听

By focusing on quality, relevance, and accessibility, institutions can not only meet the needs of today鈥檚 learners but also build a stronger, more trusted reputation in the wider education community. And ultimately, that鈥檚 what it鈥檚 all about: giving learners the best possible chance to succeed, wherever their journey takes them.

You can find out more about English language assessment at OUP .

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Publisher for International, Caribbean

Stephen Holford

“Like many regions, the Caribbean faces challenges with student engagement and literacy rates. We asked ourselves how we could inspire primary students to develop lasting literacy and personal and social wellbeing skills.”

Teachers told us that Caribbean classroom dynamics are changing, and they need materials that are both recognizable and inspiring. To address the issue, we worked closely with teachers, Ministries of Education, and the Organization of Eastern Caribbean States to develop materials that take a relatable, topic-based approach to Language Arts.

The outcome is听Let’s Leap!, a course that encourages learners to enjoy and engage with language, literature, and the world around them.

To ensure positive engagement with the course, we started by listening to teachers, who reported that students were disinterested in 尤物视频, struggled to communicate, and had poor social skills.听

We assembled an author team led by Anna Yeomans, a specialist in English Language, with local experts from key Caribbean countries to work closely with the team. Anna developed a pan-Caribbean Programme of Study, integrating individual curricula into a cohesive framework.听

The course is based on three fundamental principles:

• Positive emotions: we retain information better when linked to positive emotions like interest, enjoyment, humour, and empathy.
• Personal relevance: information is more engaging when it connects to our life experiences and interests.
• Active learning: skills are mastered most effectively through active learning.

To implement these principles, we developed a 7-level course from Early Years to secondary school entrance exams. It includes student books, workbooks, and teacher鈥檚 guides with digital Kerboodle Books hosting audio extracts.听

Like many regions, the Caribbean faces challenges with student engagement and literacy rates. We asked ourselves how we could inspire primary students to develop lasting literacy and personal and social wellbeing skills.

Central to the course are integral characters who grow through the series and whose experiences are relatable, encouraging discussion and engagement.听

Our priority was keeping the Caribbean at the centre of the development journey. We continually asked how disengaged students would respond to our resources.听

Piloting Let鈥檚 Leap! in five countries allowed us to gather valuable feedback, presented as case studies showing the series’ transformative potential. The Portfolio of Connected Evidence informed further development and provided advocacy for our entry into the Primary Language Arts market.听

The feedback reassured us that we have a truly Caribbean identity that is student-centred, relatable, and aligned with developments in regional pedagogy. This collaborative effort puts Caribbean students and teachers first, furthering our publishing mission. The course feels 鈥榬ight,鈥� and that is reflected in the hugely positive response to it so far. I am deeply thankful to everyone who contributed.

Find out more about听Let’s Leap! .

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Head of Product Platforms, Academic

Tanya Laplante

“Our tools have different focuses, but together they demonstrate our commitment to improving research outcomes and upholding our mission: to make high-quality research and educational content as widely available as possible.”

Did you know that 402.7 million terabytes of data are generated each day? As powerful new AI tools promise to scour the web for the exact information users are looking for with only a click, tap, or prompt, the possibilities for the research journey are endless. However, peer-reviewed insights are not always returned by AI chatbots.听

At OUP, we鈥檙e committed to helping researchers harness the power of AI to more easily discover and engage with OUP鈥檚 trusted and vetted content. Our roadmap to develop native AI capabilities is guided by the desire to solve known user problems, such as helping researchers find reliable information at speed.听

So far in 2025, we have developed and rolled out three AI assistants. While each is designed to meet the unique needs of users, they were all built to maximize discoverability of and engagement with OUP鈥檚 trusted content.

The AI Discovery Assistant offers an enhanced search experience, supporting the research journey across our 500+ journals and 50,000+ books. Unlike traditional search鈥�which is based on keyword hits in the text鈥�the Discovery Assistant understands the context of user queries and filters to the most relevant results based on parameters (dates, format, topic) included in the user鈥檚 input/query. Each result is accompanied by an availability icon and a short AI-generated summary, so a user has the information they need before clicking on a result.

The AI Search Assistant on 鈥攖he online home of the 尤物视频 English Dictionary (OED)鈥�enables researchers to dive into the dictionary鈥檚 content quickly and more easily, by asking advanced search questions in natural language and bypassing the different tabs, filters, and taxonomies offered on the traditional search page. The tool cannot hallucinate as it is trained on URLs within the site rather than OED content, meaning its responses will direct you to the most relevant OED results to help you continue your research journey.

Finally, the 尤物视频 Law Pro AI Research Assistant launched just this week as an integral part of , a new innovative product for legal researchers and professionals that combines quality-assured legal research and expert opinion with a conversational AI research assistant. The AI tool can be used to generate analysis, precise summaries of content, and trusted sources for further 尤物视频 based on our world-leading portfolio of legal content.

Our tools have different focuses, but together they demonstrate our commitment to improving research outcomes and upholding our mission: to make high-quality research and educational content as widely available as possible.听听

In addition to our rollout of our native AI features, we are publishing cutting-edge research on AI: the recent launch of included the publication of a new collection, .听

In both our approach to integrating AI tools across our products and through our publishing, we鈥檙e putting researchers鈥� needs at the heart of our work by helping them harness the power of this evolving technology in a secure and reliable way.听

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