Completed institutional publications — frameworks, reports, toolkits, guides and journal articles, held permanently and available to download.
29 publications available to download.
The UK Department for Education has issued guidance for education providers on the process for submitting earnings adjustment statements for the 2026 to 2027 period. This guidance pertains to claiming funding that cannot be reported through the standard Individualised Learner Record (ILR) system.
The UK Department for Education has issued information regarding the Earnings Adjustment Statement (EAS), which outlines the process for claiming funding related to specific learning adjustments not typically reported through the individualised learner record (ILR). This mechanism is critical for ensuring appropriate financial support for diverse educational needs.
The UK Department for Education has released guidance outlining early career professional standards for child and family social workers. This establishes a baseline for practice expected from professionals responsible for safeguarding vulnerable children and families. The primary focus is on ensuring consistent and effective support for these critical societal groups.
The UK Department for Education has issued a framework outlining the professional standards for child and family social workers. This guidance defines the expected knowledge and skills required for practitioners supporting vulnerable children and families, establishing a benchmark for professional capability in this critical sector.
A recent study from arXiv challenges previous findings on AI's creative limitations, demonstrating that AI-AI co-creation, particularly with complementary roles, consistently outperforms both single-AI and human-human co-creation in various creative tasks. The research suggests that iterative, multi-agent exchanges are crucial for unlocking AI's creative potential, mirroring social processes inherent in human creativity.
The concept of Māori Research Data Sovereignty (MRDSov) is introduced to bridge the gap between Māori data sovereignty (MDSov) principles and their operationalization within research institutions. This framework defines Māori research data and applies MDSov principles to data generated by, about, or for Māori, drawing on existing scholarship in Indigenous Data Sovereignty and research data management.
Rowan University has implemented an automated system for freshman course placement and registration to address the unsustainability of manual processes, which were overwhelmed by a 57% increase in first-time degree-seeking student enrollment over ten years. This initiative, detailed in an arXiv report, involved a cross-departmental team integrating data from various systems to classify students and assign them to courses, thereby streamlining operations historically managed by Testing Services, University Advising, and the Registrar's Office.
The arXiv paper "Rethinking Higher Education: From Fixed Curricula to Learnity Graphs" highlights the need for higher education to adapt to an environment where knowledge is highly accessible and mediated by AI. It suggests a shift from traditional curricula to a lifelong learning framework that integrates academic, professional, and personal learning, while still maintaining the essential role of universities in providing foundational knowledge.
Research from arXiv highlights a divergence in the video game industry between 2024-2026, with significant contraction in AAA-level development and expansion in independent output. The study attributes this divergence, in part, to the role of AI, particularly in reducing barriers to entry for indie game development. Specifically, AI-powered tools are shown to drastically reduce the cost and time associated with production planning, a traditionally expensive and time-consuming function.
A research study investigated the utility of large language models (LLMs) as auxiliary tools for calibrating the difficulty of programming examinations to enhance fairness in course assessments. The study integrated AI evidence with traditional data sources such as student performance, item exposure, and teacher interpretation. Initial findings indicate a strong correlation between LLM performance and student performance, suggesting LLMs can provide valuable insights into exam difficulty.
Inside Higher Ed published an article featuring an interview with Sonia Howell, Director of the Office of Digital Learning at the University of Notre Dame, focusing on artificial intelligence and digital learning. The article title suggests a Q&A format addressing AI-related questions.
Analysis of current AI governance highlights the structural heterogeneity and potential inconsistencies among three primary instruments: ISO/IEC 42001, the NIST AI Risk Management Framework, and the EU AI Act. Despite a shared objective of trustworthy AI, these frameworks diverge significantly in legal status, governance scope, and risk interpretation, leading to incomplete or misleading practical applications of their crosswalks.
Frontier AI models with open-source weights are gaining power and adoption, presenting unique risk management challenges compared to proprietary models. While they foster open research, their modifiability, lack of oversight, and irreversible spread complicate risk mitigation. Current research on safety tooling for these models is limited, highlighting a critical gap in enabling their benefits while addressing potential harms.
A recent research paper from arXiv addresses the complex governance challenge posed by Generative Artificial Intelligence (GenAI) in STEM assessment. The paper proposes a student-focused framework, based on Evidence Centered Design (ECD), to guide decisions on when to restrict, scaffold, or require GenAI use. This framework aims to provide decision rules linking assessment constructs, evidence requirements, and task characteristics to appropriate GenAI governance regimes, acknowledging the limitations of both unrestricted access and blanket prohibitions.
OpenAI has introduced GPT-5.6-Cyber, a specialized cybersecurity model accessible via Daybreak Red. This tool is designed for authorized use in vulnerability research, exploit validation, and general security testing, indicating a significant development in AI applications for cyber defense.
Zapier's enterprise marketing team has integrated ChatGPT Work into its core operations, specifically to enhance lead funnel efficiency by reducing drop-offs, streamline campaign asset creation, and automate reporting processes. This adoption reflects a trend towards leveraging advanced AI tools for operational improvements within marketing functions.
Virgin Atlantic is leveraging ChatGPT Work to enhance various aspects of its operations, specifically focusing on accelerating research, product planning, and decision-making processes. This adoption is aimed at improving the ability of teams to integrate and understand customer journey signals.
OpenAI's CFO, Sarah Friar, has outlined five key lessons derived from the process of establishing an AI-native finance function. These lessons cover areas such as automated forecasting, enhancing control mechanisms, and demonstrating the return on investment of AI technologies within the finance domain.
This publication offers practical applications derived from Palaima and Skaržauskienė's (2010) research on systems thinking as a critical leadership competency.
A study conducted by Frontiers in Education (International) investigates the interplay between national policy guidelines and architectural design in shaping primary school environments, focusing on Belgium (Flanders), Italy, and Türkiye. The research highlights how spatial configurations of schools are influenced by policy translation into architectural practice, which in turn impacts educational experiences and pedagogical innovation. The methodology involved a qualitative approach, including thematic analysis of policy documents and interviews with architects, followed by data triangulation. The provided summary is partial, indicating the study proposes a practical framework or findings, but the specifics are not detailed in the source text.
A study conducted in a Mongolian security and defense training institution validated Mongolian adaptations of the Big Five Inventory-2 Short Form (BFI-2-S) and the Motivated Strategies for Learning Questionnaire (MSLQ-M). The research, involving 307 students, utilized Exploratory Structural Equation Modeling (ESEM) to assess structural validity, reliability, measurement invariance, and criterion validity. The findings indicate that the BFI-2-S demonstrated good fit, suggesting its suitability for measuring personality, and the MSLQ-M for self-regulated learning in this specific institutional context.
A quantitative study published in 'Frontiers in Education (International)' explored the relationship between innovation skills, entrepreneurial capacities, and digital entrepreneurship among Peruvian university students. The research indicates that innovation skills significantly foster entrepreneurial skills and directly influence digital entrepreneurship. Furthermore, entrepreneurial skills mediate the relationship between innovation skills and digital entrepreneurship, suggesting a layered impact.
The UK Department for Education has released guidance on utilizing the Learner Entry Tool to assist smaller learning providers in structuring their Individualised Learner Record (ILR) files. This initiative aims to streamline data collection processes for these entities.
Research from 'Frontiers in Education' highlights challenges in quality assurance (QA) audit systems within Ghanaian universities, noting the rapid expansion of higher education in Sub-Saharan Africa and the adoption of international QA frameworks. This qualitative study, utilizing New Institutional Theory (NIT), investigates how senior leaders in four Ghanaian public universities interpret and react to institutional audit pressures. The research points to a gap in understanding African perspectives on QA audits, particularly regarding leadership responses.
Research from Frontiers in Education conceptualises the SAGE Defend step as a critical, format-agnostic assurance checkpoint within AI-integrated higher education assessment. This development addresses a verification gap identified in prior SAGE research, where existing transparency measures, such as process documentation and AI interaction logs, proved insufficient for verifying individual ownership of reasoning in group-based AI-integrated submissions. The 'Defend' step, derived from empirical studies and literature synthesis, aims to integrate a robust mechanism for ensuring accountability in AI-augmented academic work.
A study in Frontiers in Education examined the perceived usability of different Learning Management System (LMS) layouts among higher education students. The research focused on Moodle, comparing a linear collapsed topics format (CTF) with a tile-based grid format. The objective was to determine if student evaluations of usability varied based on academic seniority, gender, or discipline, highlighting that current LMS interface decisions often lack empirical backing.
The UK Department for Education has issued guidance outlining the legal and regulatory requirements, as well as recommended practices, for governance within further education (FE) and sixth-form college corporations. This guidance serves as a foundational document for institutional oversight in these educational sectors.
The UK Department for Education has issued guidance for Further Education (FE) college corporations and designated institutions on conducting external governance reviews. This guidance aims to facilitate effective reviews and enhance the performance of governing boards within these organizations. The primary focus is on how to organize such reviews to achieve improved governance outcomes.
Ofsted has released management information concerning further education and skills inspections and their outcomes for the period spanning November 2025 to August 2026. This data provides an overview of inspection results within the further education sector during the specified timeframe.
