Generative AI and Machine Learning Product Specialist

Dr Alexandra Tomescu

“This research is a powerful reminder that students want to collaborate with their teachers to navigate the challenges of AI.”

In October, ÌÇÐÄVLOG Press released a report exploring how young people in the UK perceive and interact with AI in their education. As someone deeply involved in the development of AI tools for learning, I found the insights both illuminating and encouraging.Ìý

We surveyed 2,000 UK students aged 13–18 to understand their experiences, concerns, and aspirations around AI in the classroom. The results revealed a generation that is not only engaging with AI tools but also thinking critically about their impact.Ìý

Despite widespread use with 80% of students saying that they use AI in their schoolwork, less than half (47%) feel confident identifying accurate AI-generated information. A third (32%) admit they can’t tell if AI content is true, and 21% are unsure. This signals a clear need for guidance and support.Ìý

Students are asking for help. Nearly half (48%) want teachers to explain how to judge the trustworthiness of AI content, and 51% want clearer rules on when and how to use AI tools. Interestingly, a third believe their teachers lack confidence in using AI themselves, and many students would like to see more AI resources integrated into lessons.Ìý

Concerns about AI’s influence are also prominent. Sixty percent worry it encourages copying over original thinking, and 51% fear it may reinforce bias or stereotypes. Almost half (48%) suspect their peers are secretly using AI to complete schoolwork, and 47% worry teachers can’t detect it.Ìý

Yet, there’s optimism. Nine in ten students say AI has helped them develop a skill—problem solving, idea generation, and exam prep top the list. At the same time, 62% report negative effects, such as reduced creative thinking and over-reliance.Ìý

What struck me most was the sophistication of students’ responses. For 60% to express concern about AI promoting copying over creativity shows a deep understanding of what learning is meant to achieve. These are not passive users, they’re actively evaluating the role of technology in their education.Ìý

To support schools, we’ve launched the , a dedicated home for expert insights, peer advice, and practical resources. It includes our AI Framework for UK School Resources, which outlines the principles guiding our approach to AI tool development.Ìý

This research is a powerful reminder that students want to collaborate with their teachers to navigate the challenges of AI. It’s our responsibility to ensure that AI tools are built on trusted content, sound pedagogy, and a deep understanding of learners’ needs.Ìý

Read the full report, , and explore the Ìýfor expert insights, practical resources, and our AI Framework for UK School Resources.

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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.Ìý

At OUP, we’re committed to helping researchers harness the power of AI to more easily discover and engage with OUP’s 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.Ìý

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’s 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—which is based on keyword hits in the text—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’s 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 —the online home of the Oxford English Dictionary (OED)—enables researchers to dive into the dictionary’s 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 Oxford 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 reading 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.ÌýÌý

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, .Ìý

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

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General Editor of AI in Society, and Chair for Law and Ethics of the Digital Society at European University Viadrina

Philipp Hacker

“AI in Society signifies our collective commitment to understanding and guiding the relationship between emerging technologies and the public interest.”

Every age has its defining topic, and for our age, it is AI. This increasingly prevalent technology is driving breakthroughs in science and transformations in business, but it is also raising more fundamental questions about society, the state, and our lives. 

As one of the first topics within OUP’s digital-first scholarly research collection,Ìý,Ìý investigates AI’s pervasive influence on our economic, legal, personal, and cultural spheres. It takes a unique format, in which contributors from various disciplines collaborate to chart both the promises and societal challenges of AI, with particular attention to generative AI models and their global impact. From my perspective as its General Editor, AI in Society aims to serve as a reliable reference point for ongoing debates on how to align technological innovation with fundamental rights and societal values.

Our approach to interdisciplinary research

Today’s rapidly changing AI landscape calls for a framework and a scholarship that captures not only technological developments but also the broad societal questions that arise. We provide this structure through curated research from a global network of experts. In doing so,ÌýAI in Society transcends conventional accounts that are frequently confined to Europe or North America, offering a more balanced portrayal of how AI is shaping the world, including the Majority World. This project’s adaptive digital format will be updated with new commissioned contributions over the coming years to ensure its enduring relevance in discussions about AI governance, impact, and policy.

AI in Society, therefore, signifies our collective commitment to understanding and guiding the relationship between emerging technologies and the public interest. As we continue to expand this project, we’ll be equipped to address novel challenges and incorporate the latest academic insights.  

Demonstrating the breadth of AI research

Each ofÌýAI in Society’s eleven sections illuminates a critical dimension of AI’s societal impact. Collectively, they treat AI as a phenomenon whose diverse applications influence all facets of our shared future, and merit debate and critique from a broad and interlocking range of perspectives.

How you can get involved

We look forward to welcoming further perspectives that will shape the study and governance of AI for years to come. In launchingÌýAI in Society, we invite academics, policymakers, and practitioners to propose new topics and article ideas that extend the dialogue.

The work remains an open platform for innovative scholarship, especially regarding regions or subfields not yet widely represented in mainstream AI research. By nurturing interdisciplinary collaboration, we aim to involve a broader network of individuals—including those from emerging economies and underexplored disciplinary backgrounds—in shaping the critical debate on ethical and regulatory standards and the socioeconomic impact of ongoing technological advances. 

To contribute, please reach out to us .

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Technical Development Editor, Education division, OUP

Martin Ku

“The key thing is using AI technologies for enhancing education. Teachers, educators, and publishers actually know a lot about good educational practices through research and their professional development.”

I have been a maths textbook editor since graduating from university, so I have 11 years in this industry and more than five years at OUP now. I am also a member of a team in the Education division who are developing how we can enhance our products with AI.

When I was a maths editor in OUP Hong Kong, I worked on both printed and digital products. I think working on printed products is a very valuable experience even in the digital age, because editing textbooks is more than putting texts and images together. It is about managing a relationship between knowledge, learners, and teachers.

About 5 to 6 years ago, the Hong Kong government started encouraging schools to organize STEM related activities, so that students can actually use what they had learned to solve real STEM problems. At that time, I was tasked with making some of these activities because I do a bit of programming, and I know a bit about electronics.

In early 2020, one of the consultants in the Hong Kong team suggested that we should make an AI course for students because he thought that it would be very useful for them. I actually didn’t know too much about AI at that time, but then I came across a few electronics projects that used some AI technologies like image classification and object detection. I immediately realized that AI would be huge and would be very important for the future.

That year, I actually learned about AI like crazy. On weekends, on my bus ride to the office, I basically spent a whole lot of time understanding what AI is. And by the end of that year, so I basically developed a set of AI materials that were intended for professional development workshops for teachers so that we can sort of promote our own maths textbooks in those workshops.

And then the teachers actually loved the materials so much, they gave us a lot of praise. They were really glad that we could provide these sorts of materials for them, so that their students were exposed to AI technologies and get prepared for their future workflow with AI. I would say that this was probably the best achievement that I made whilst in Hong Kong.

There are plenty of things that education publishers can do—we’ve never been more relevant. We can provide reliable knowledge in different situations, and we can provide very good learning design for AI-powered products. We can develop digital learning technologies that can actually help students to learn better.

The key thing is using AI technologies for enhancing education. Teachers, educators, and publishers actually know a lot about good educational practices through research and through their professional development. The real challenge is that implementing good educational practices requires a lot of effective adjustment of the intervention.

AI or machine learning is very effective for analyzing data and making recommendations. I think we can use machine learning and generative AI to make customized learning materials for individual learners according to their needs, according to their learning path. AI is a golden opportunity for us to make good learning materials for our students and make all the good learning practices available to all students.

Discover the latest research and insights from our team in the AI in Education report.

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Vice Principal, Chan Sui Ki (La Salle) College, Hong Kong

Ms Betty Cheng

“On a scale of 1 to 10, I would give ChatGPT a score of 6: AI has provided a good start for us, but we need to rely on ourselves to reach full marks.”

What impact is artificial intelligence (AI) having in your school and on your learners today? Are you or your students using AI or other digital technologies to support your teaching?

The rise of generative AI is dramatically impacting the future of education. Regardless of whether it is ChatGPT or multimedia authoring tools which use prompts, the language model greatly lowers the technical threshold for using the tools. There is a possibility that we will soon live in a world where everybody knows how to operate these tools with basic knowledge and, as all of them are web-based, you don’t need to spend time installing software. The tools are available anytime, anywhere with internet access. All controls are at your fingertips, and some of them are even free of charge.

Based on the two features mentioned above, generative artificial intelligence (GAI) reaches a far wider range of people and at a much faster speed than any technology, and this will become the big change for humans. Take ChatGPT as an example: it is like a 24-hour teaching assistant for students, teaching knowledge inside or outside of the classroom. It is also a companion that you can talk to and share secrets with. However, the attitude of teachers is crucial to empowering students to learn with AI tools.

Do we resist using ChatGPT and not allow students to use the tool in class? Or, on the other hand, do we actively explore the flexibility of ChatGPT in teaching and flipped learning—where learners acquire knowledge before class—which can facilitate the exchange of ideas during lessons?

I believe GAI could creative personalized learning, with teachers able to offer guidance and demonstrate how to use it properly based on individual student needs.

So how do I leverage GAI tools to improve learning outcomes for students? In the past, I used to ask students to express their understanding and feelings toward the learning materials in multimedia formats, such as through videos, songs, animations, and so on. But now, students could use AI tools to express their point of view and create the same kind of media by writing prompts, which may take much less time and make learning more efficient. This also provides a chance to work on their weaknesses: for example, learners who are shy could use an AI presenter tool to help them express themselves more easily. They could never experience self-fulfillment and achievement by doing that through the existing learning model.

Based on your experiences, how are you feeling about the rise of AI in education?

GAI is very helpful to teachers when preparing for lessons. I always get inspired by ChatGPT: for example, by its suggestions for questions related to daily life, or its analysis on the learning gaps of a student. The answers it gives may not be perfect, but it keeps improving through communication.

On a scale of 1 to 10, I would give ChatGPT a score of 6: AI has provided a good start for us, but we need to rely on ourselves to reach full marks. AI may give out wrong answers for a simple maths question. We are also aware of unanswered questions around quality and security. All in all, it depends on how we embrace the benefits of AI in education and make good use of it. As a beginner, there is a lot of sharing to be done on how to prompt AI and get started with using it. Let’s explore the transformative potential of GAI in education systems and improve outcomes for learning at all levels.

Ìý

Teacher, I.S.I.S. Michelangelo Buonarroti, Monfalcone, Italy

Massimo Soranzio

“As a teacher, [AI] can rapidly give me new material to work on, but as an educator proper, I am more interested in making my students understand how not to turn it into the “new frontier” of cheating.”

What impact is AI having in your school and on your learners today? Are you or your students using AI or other digital technologies to support your teaching?

With the advent of ChatGPT, I have actually stopped assigning certain tasks like “write a 300-word essay on…” for homework. But AI can be useful for guided and individual work in class, where the teacher can mediate and stimulate a critical approach to the use of technology.

In my school, a new AI course was inaugurated in the 2022/23 school year. I am not teaching in that specific course, but I have always been keen on trying new things: my first use of the internet at school dates back to 1994!

As I like playing with the language and giving students an idea of “what language can do”, I also assign my “older” students creative tasks that involve, for instance, writing poems. I invite them then to try and use ChatGPT to see what the machine can produce which is fun and rewarding, albeit often far from decent quality. Students will tend to discuss the results, often disagreeing and using even more language to justify their opinions.

Based on your experiences, how are you feeling about the rise of AI in education?

I am worried about homework and individual study. New ways of motivating younger students to use AI as a tool that can help them—not as a bot to do their homework for them—need to be devised. That’s why I think it has to be part of our work in the classroom: so we can teach students how to use this new tool and to recognize its limits, as well as each student’s individual talent.

As a teacher, it can rapidly give me new material to work on, but as an educator proper, I am more interested in making my students understand how not to turn it into the “new frontier” of cheating.

Ìý

Language Coach, Spain

Sonjie Kennington

“I think AI is going to revolutionize education (and almost every other aspect of the way we live) in ways we cannot yet imagine.”

What impact is AI having in your school and on your learners today? Are you or your students using AI or other digital technologies to support your teaching?

I have some students who are using ChatGPT to help them when they have to use English at work. They have told me that the changes ChatGPT makes to what they have written draws their attention to mistakes or new phrases, vocabulary, and structures they would never have thought of using. I think it’s helping them to advance more quickly—it’s like having a free, 24/7 teacher available to correct their work and give feedback.

Another way I am beginning to use AI with my students is as a more customizable form of learner’s dictionary. I have found that with lower level students, the definitions in some learner’s dictionaries are sometimes too complex, while if you ask ChatGPT for a simple definition using a clear prompt, the definitions may not be so complete, but are simpler and easier to understand.

Based on your experiences, how are you feeling about the rise of AI in education?

I think AI is going to revolutionize education (and almost every other aspect of the way we live) in ways we cannot yet imagine. Some of these may be negative, but in the same way that every huge technological advance has some negative consequences. I think on the whole it’s going to be a huge leap, giving teachers and learners more tools and resources.

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