Note-taking vs. using an AI chatbot: which is most helpful for learning? A new study by Cambridge University Press & Assessment and Microsoft Research suggests that making notes remains critical for students’ reading comprehension and retention of information, while also suggesting that LLMs could be a useful tool for helping students clarify, explore, and contextualise learning material. Read more
How do teachers and learners collaborate in online schools? In this research we worked with teachers and students in a variety of online classrooms to find out how collaborative learning worked. Read more
Cambridge International Education's guide to using AI in the classroom Our guide to Getting Started with AI in the Classroom helps teachers explore the potential of AI to improve learning experiences and to encourage students to become more engaged and achieve better outcomes. Read more
Cambridge research helps shape the future of assessment This cross-Cambridge University research, led by the Digital Education Futures Initiative, looks forward to 2050, not to predict the future of assessment, but to use Futures Thinking to anticipate plausible assessment futures. Read the report.
What prompts children and young people to act on their climate knowledge? This review identifies the characteristics of climate change education and initiatives which enhance learners' motivation and commitment to climate-friendly practices.
Generative AI and language education These three papers on generative AI provide evidence, insights, practical tips, guidance and a framework to guide teachers using AI in the language classroom to personalise learning experiences.