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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Author

Harriet Muncaster

“There are whole magical exciting worlds听just waiting to be discovered between the pages of听a听book, so I would encourage young readers to pick up and read one!”

I was always a big reader as a child, and I remember my mum taking us to the library a lot. I have always been very enchanted by illustrations, and they have been very important to me. I didn鈥檛 realize it then, but I can see how I鈥檝e carried them with me into my career.

When I started out, I just wanted to create what I was passionate about. When I was at school and we were studying fine artists, that type of art never really clicked for me and the type of pictures I was interested in creating didn鈥檛 look like the work we were studying. It wasn鈥檛 until we saw an exhibition of work by the children鈥檚 author and illustrator James Mayhew as part of our school art lessons that I saw there was a space for the kind of art that I wanted to create.

That鈥檚 when I first became determined that that was what I wanted to do: I wanted to write stories and illustrate them, so I just followed the path of studying illustration through a foundation course, a BA, and then an MA that was specifically in children鈥檚 book illustration. Amazingly, James Mayhew turned out to be one of the tutors on that MA! I was then incredibly lucky that it was actually a very smooth journey into getting published, which lead to me doing a few picture books before I created .

I think I realized that my writing style naturally worked for children鈥檚 writing鈥攎aybe because I have always been very young in mind and spirit, and never 鈥榞rew out鈥� of loving illustrated children鈥檚 books! I don鈥檛 think I could ever write an adult book, and I don鈥檛 think I would want to!

I听don鈥檛听really know where听sparks for creating a new story come from. For me, they often come from听very small听things, like someone wearing a particular item that I might see when听out and about,听or听even听something听like听a little flower that might be particularly pretty. That听might spark off an idea for a miniature flower crown for a character, which will then snowball into a story.听I feel like my inspirations often come from听very听little听things.听

When I first created听Isadora Moon,听my agent sent it out to publishers and OUP听had the most enthusiastic response to it. I was delighted when OUP听commissioned听me for four听Isadora Moon听books, and听I鈥檝e听actually worked听only with them ever since.听I feel听very lucky听to have been given a lot of freedom when听working on my books with OUP,听and it has been wonderful to work with the editors听there. I鈥檓听always in awe of the design team, many of whom听I鈥檝e听been working with since听Isadora Moon听was first published 10 years ago, because I听don鈥檛听have any design skills myself and they always lay everything out so beautifully!

I am听very proud听of听Isadora Moon听and the fact that it has been such a long-running series now and I really have OUP to thank for that, firstly for spotting my book and giving it a chance.

I鈥檓 also really proud and pleased and grateful to have been able to publish my books, because I actually created Victoria Stitch back when I was eighteen, and she is incredibly important to me. It was one of my life goals to get Victoria Stitch published, and I鈥檓 so happy OUP helped me achieve that goal because now I鈥檓 able to publish in the same Wiskling world that I鈥檓 so passionate about.

It鈥檚听absolutely wonderful听to hear when a child has enjoyed my books听because I have put so much of myself and my passion into creating these worlds and these characters. With my听World of Isadora听Moon听books in particular,听I quite often get听messages saying that my books have helped reluctant readers, or readers who might find 尤物视频 difficult due to factors such as dyslexia.听It鈥檚听so lovely听to hear听you鈥檝e听actually helped听someone!听It鈥檚听also,听of course,听absolutely wonderful听to see听when children really get into my books and they dress up as the characters in these fantastic听costumes听and make beautiful听crafts.

One thing听I am really trying to do听with my books听is create magical safe places听that听readers can听step into,听where everyone is welcome听and the readers can find听wonder and听enchantment and safety听and escape. That鈥檚听really听what I would hope children听can听take听away from my books. There are whole magical exciting worlds听just waiting to be discovered between the pages of听a听book, so I would encourage young readers to pick up and read one! Books are like portals to听new, exciting, wonderful听worlds, and they nurture you in a way other things can鈥檛.

As I have gotten older, and especially after having my own daughter, I now realize how valuable children鈥檚 books can be in setting good examples of kindness and tolerance. It鈥檚 widely accepted that 尤物视频 fiction can help build empathy in all readers, and especially in children. With some of the things happening in the world today, I think this ability of books to help foster empathy is needed now more than ever.

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Strategic Lead for Sport and Literacy, National Literacy Trust

Jim Sells

“By tapping into the interests of children and giving them agency over the type of materials they read, they can begin to form their identity as a reader which is crucial to enjoying 尤物视频 and choosing to do it daily.”

Building on our longstanding work with the National Literacy Trust, including collaborations on and 尤物视频 Children’s Word of the Year 2025, 尤物视频 is proud to support the National Literacy Trust’s delivery of the National Year of Reading 2026. As the delivery partner of the Go All In campaign, the National Literacy Trust is bringing together partners across the country to champion 尤物视频 and encourage more children and young people to ‘go all in’ on their passions through 尤物视频.

For 30 years, the has been using the transformative power of sport to change lives through literacy. Working with incredible sporting organizations, sportspeople, authors, publishers, community partners, and more, we’ve helped thousands of children and young people find their way into 尤物视频 through their passion for sport.

At the heart of the is encouraging the nation to discover the joy of 尤物视频 and embed it into their daily lives with a clear message: “if you’re into it, read into it.”

And this summer, with a wealth of major sporting events captivating the nation, the campaign has a fantastic opportunity to build on this excitement and enthusiasm for everything, from football and tennis to athletics and cricket, to inspire more children, young people, and adults to read into the sport they love. Whether that’s children’s books about sport, autobiographies by sporting icons, news articles, podcasts, or comics – there’s a 尤物视频 format or topic out there for everyone to ‘Go All In’ on their biggest passions.

Our research shows that children and young people are most likely to enjoy 尤物视频 when they can choose what and how they read, when it feels relevant to their lives, when it relates to their personal interests, and when it is supported by the people around them. When 尤物视频 is imposed or prescribed, they are much less likely to engage.

When children and young people enjoy 尤物视频, not only do their literacy skills improve but their wellbeing, ability to empathize with others, creativity, and confidence flourish. By tapping into the interests of children and giving them agency over the type of materials they read, they can begin to form their identity as a reader which is crucial to enjoying 尤物视频 and choosing to do it daily.

The summer of sport has been a key moment in the National Year of Reading campaign to reach young people and show them how 尤物视频 can be relevant and accessible in their everyday lives, and bring them closer to the things they already love. Sport is an incredible unifier, and many people feel a strong connection to it, whether they play themselves or are a supporter.

This year, the National Year of Reading and the Summer of Sport have both helped our sports and literacy programmes and activities to reach new heights. 25 years into our partnership with the Premier League and we are continuing to see – at scale – the real-life impact on previously reluctant or unconfident young readers when they are given the chance to use 尤物视频 as a tool to explore more about the sport they love, or to get book recommendations and encouragement from sporting role models.

Building on this partnership, in March we held our annual online quiz themed around 尤物视频 and football, hosted by authors of children’s football books. Over 1.2 million school children took part in the quiz, and two schools excitingly had special visits from Premier League footballers and two incredible children’s authors. Pupils were visited by Manchester United’s Senne Lammens and Brighton & Hove Albion players Matt O’Riley and Jack Hinshelwood, who all took part in the quiz with the pupils alongside children’s authors Nadia Shireen and A. M. Dassu.

This summer has seen two events featuring football legends David James and Georgia Stanway, which introduced children to how to create a narrative, podcasting techniques, and how to tell a great footballing story. We do this work on a national level and in communities, such as in Peterborough, where we’ve worked with the Peterborough United Foundation to engage 2,750 local children in 尤物视频 through football. When children are introduced online or in-person to role models like authors or footballers, who share their own experiences with 尤物视频, they are more likely to see 尤物视频 as something that is meaningful to them and that they could also engage with. Whether it’s family, teachers, writers, or sporting heroes, role models have the power to inspire and demonstrate how and why 尤物视频 can be embedded into daily life.

Our aim with our sporting interventions and activity is to encourage children and young people to read to their own beat, to own their 尤物视频 identity, and to realize the breadth of possibilities 尤物视频 can offer them.

Often children have a limiting and prescribed idea of what counts as 尤物视频 and the type of texts they have to read, and we want to open up the endless possibilities that 尤物视频 has for them.

And we know that sport isn’t for everyone. So we apply this evidence-based approach to supporting 尤物视频 engagement through children’s interests across all our work in schools, communities, and libraries. Whether children like football, or they love history, nature, gaming, or anything else, we strive to provide children with access to diverse books and 尤物视频 materials and to empower them with the skills and confidence to make their own 尤物视频 choices. If all children connect with 尤物视频 in a way that works for them, they will be empowered with the skills they need to succeed in life.

About the National Literacy Trust

The National Literacy Trust is an independent charity that empowers children, young people, and adults with the literacy skills they need to succeed. Literacy changes everything. It gives you the tools to get the most out of life, and the power to shape your future. It opens the door to the life you want. But low literacy is inextricably linked to poverty. Over the last 30 years, the National Literacy Trust have continued to work with people who need us the most, supporting schools, families, and communities on a local and national level.

Explore some of our titles featuring sport

Football’s Hidden History

by Priscilla Mante

Illustrated by Ronaldo Barata

Ballet Bunnies

by Swapna Reddy

Illustrated by Binny Talib

Gloria goes for Gold

by Marina Firth

Illustrated by Annabel Tempest

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Children’s Language Data Analyst

Dr Rebecca Lawrence

“The 尤物视频 Children鈥檚 Corpus is particularly unique in its size, its wide range of texts, and the fact it is constantly added to, providing us with up-to-date insights into children鈥檚 language.”

The 尤物视频 Children’s Corpus was built by 尤物视频鈥檚 Children鈥檚 Dictionaries and Children鈥檚 Language Data team. It鈥檚 the largest known database of children鈥檚 written language in English around the world, and contains over 500 million words written by, and for, children. It鈥檚 a growing resource with new texts added each year, which means it provides a record of children鈥檚 language over time and reflects up-to-date usage.

By analysing the corpus, we gain valuable insights into how children’s language changes over time and the influences that shape it. We use these insights to inform our children’s dictionaries and other education products, as well as ongoing research into children’s language.

I have a long-held fascination with language, from loving French and Russian at school to studying Linguistics (the science of language) for my undergraduate and Masters degrees, and then specializing in 尤物视频 and language development during my PhD. I also worked in editorial positions along the way, so my current role is the perfect combination of these interests: applying insights from language analysis straight into our dictionaries, wider publishing, and language reports. I honestly find this process exciting every day, and working on the 尤物视频 Children’s Corpus is the cherry on top!

Analysing language to understand how young people navigate the world

Most corpora contain language written by and for adults, so a children鈥檚 corpus itself is relatively rare. The 尤物视频 Children鈥檚 Corpus is particularly unique in its size, its wide range of texts (including 尤物视频 texts, school texts, internet material, and children鈥檚 own creative writing), and the fact it is constantly added to, providing us with up-to-date insights into children鈥檚 language.听

And at a time when the is highlighting the importance of 尤物视频 in children’s lives, the Corpus offers a unique evidence base for understanding the language experiences that shape young readers.

One of the most valuable aspects of our Corpus is its ability to track language change in real time. As we may expect, our Corpus analysis has shown the influence of technology on children鈥檚 creative writing: for instance we saw doomscrolling appear in BBC 500 Words stories for the first time in 2025, and the frequency of AI increased by 50% compared to the previous year. However, Iibrary, librarian, and book have all seen a significant increase in stories over the last decade, while mentions of kindle have dropped off. It鈥檚 interesting to see this subtle trend towards physical books in children鈥檚 writing over time, despite the obvious influence from technology!

Every year we see brilliant examples of children鈥檚 creative writing 鈥� a few of my favourite snippets are 鈥榓s suddenly as a British downpour鈥� and 鈥榟e was as rich as a Victoria sponge鈥�.

The Corpus doesn’t just reveal changing vocabulary, it also helps us understand how children engage with the world around them. Looking back over the words that have been chosen as the 尤物视频 Children’s Word of the Year offers an interesting snapshot, using language as an insight into children鈥檚 view of the world. Whilst the chosen word always captures something that has been pertinent for children at that moment in time, the earlier words like minion and #hashtag are more playful. Subsequent choices like plastic, Trump, and Brexit tap into more grown-up themes, indicating how engaged children are now with world events.

Celebrating children’s language

It鈥檚 always a privilege to work on the Children鈥檚 Word of the Year campaign. It gives children a chance to reflect on the past year but also offers them an opportunity for their voices to be heard. In 2023, children chose climate change: their responses expressed a clear call to action which I found very impactful. We now announce a colloquial word of the year as well: for instance, in 2023 we saw some brilliant and varied uses of their chosen word bro. In particular, we saw that children were using it as an in-group identity marker to minimize conflict, which is a linguistic politeness strategy. It highlighted that children are attuned to the nuanced social implications that are inherent in language 鈥� and also how they can drive language change themselves.

These insights are valuable not only for research, but also for the resources we create for children and educators. The insights we gain from the Corpus don鈥檛 simply stay within reports, they directly influence the books and resources we create. Alongside a team of lexicographers, we analyse the Corpus to inform our dictionary updates, making sure our print books and digital datasets reflect up-to-date usage. For example, Corpus analysis revealed that in recent years, children are using the words petrify, phoenix, and sapphire in their creative writing more often than they used to, so we have added these words to the forthcoming edition of our .

Supporting research into language and learning

Our dictionary data also feeds into many of our wider products and resources. These include , glossaries for the , and definitions in the Mastery resources. We鈥檝e also used corpus analysis techniques to provide language insights for the secondary books 鈥� to name a few!听

Beyond helping us understand language trends, the Corpus is also contributing to wider research into 尤物视频 and language development. When it comes to vocabulary development, 尤物视频 (anything!) is massively important: using our Corpus found that written texts offer opportunities to learn words that are only rarely encountered in speech. This continues way beyond the early years of language acquisition, which is one of the reasons why supporting a child鈥檚 enthusiasm for 尤物视频 as they get older is so powerful.

The 尤物视频 Children鈥檚 Corpus continues to reveal new insights into how children understand and use language. Most recently we鈥檝e explored the relationship between 尤物视频 and emotional understanding, using corpus analysis to examine the themes and emotions children encounter through books. This is just one example of the questions the 尤物视频 Children’s Corpus can help us answer. Later this month, we’ll be sharing more findings from our latest research exploring the relationship between 尤物视频 and emotional understanding, and what this might mean for supporting children’s 尤物视频 journeys.

As the National Year of Reading continues, the 尤物视频 Children’s Corpus offers a uniquely evidence-based view of children’s voices and experiences, and reminds us that understanding children’s language is one of the most powerful ways to support their learning.

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Research Director, English Assessment

Anthony Green

“The people here really seem to believe that assessment should make a difference in learners’ lives – and that belief shapes the way we work.”

Language assessment has been at the heart of my career for as long as I can remember, and I find myself just as fascinated by the questions it raises today as I was when I started out. I spent nearly two decades at CRELLA, the Centre for Research in English Language Learning and Assessment at the University of Bedfordshire, eventually serving as Director. As Professor of Language Assessment, I worked with researchers, governments, and testing organizations on some genuinely complex challenges: how we design assessments, what they can actually tell us, and what effect they have on the people who take them.

Research has taken me into many different contexts along the way – from benchmarking university English tests across South Asia to helping establish assessment literacy initiatives in Ukraine – but the constant thread has been collaboration. One of the great privileges of my career has been working with early-career researchers and watching them grow into thoughtful, independent scholars who push the field in directions I wouldn’t have imagined.

That same collaborative mindset shaped some of my most recent work. published a whitepaper with Times Higher Education titled . As the university experience becomes increasingly digital, interdisciplinary, and collaborative, the paper asks students need for today鈥檚 world. These are questions I鈥檝e been returning to throughout my career, not just as abstract research problems, but as practical challenges that matter to institutions, educators, and learners alike.

I joined OUP five months ago because I wanted to work somewhere that sees English language assessment not as a barrier, but as a support for learning and a route to greater opportunity. What has always set OUP English language teaching resources apart is how our organization embraces the idea of assessment as integral to learning. The people here really seem to believe that assessment should make a difference in learners’ lives – and that belief shapes the way we work.

As Director of , my focus is on the qualities that make assessments genuinely trustworthy and useful: their validity, fairness, reliability, and, above all, their real-world impact. What that means in practice is building the evidence base that helps our assessments earn the recognition they deserve – whether that’s through CEFR alignment, technical documentation, or research that demonstrates what our tests actually measure and what difference they make to the people who take them. I’m continually struck by how much rigorous, practically meaningful research there is to do in this space, and how much it matters to get it right.

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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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