Discover the fourth edition of the Pearson School Report. Over 14,000 voices, including teachers, learners, colleges, tutors and home educators, joined the conversation.
The new Pearson College & Schools Report reveals how students and tutors see learning today and how colleges are adapting to tech, expectations and careers.
Entries close on the 27th February
Celebrate outstanding teaching. Explore the Pearson National Teaching Awards, discover inspiring stories, and learn how to nominate exceptional educators.
A milestone for education and skills in the UK – and it’s just the start. As we turn recommendations into further action, we’ll keep working with students, teachers, partners and sector experts to drive manageable and truly impactful change.
Every trust has a unique set of needs. That’s why we’ll work with you to create the best package of teaching, learning and training solutions for your schools, teachers and learners.
Our brand-new research with Cebr outlines how investment in digital transformation for state-funded UK schools could make a difference to the future of education and our economy.
We’re drawing on our experience of delivering onscreen assessments in more than 115 countries to shape what’s next for GCSE, International GCSE and A level exams.
As well as already offering onscreen exams in selected subjects, we're working alongside the education community to harness technology where it can positively impact schools' and students' assessment experiences.
Generative AI brings into focus the importance of the most human skills, such as creativity and critical thinking.
Find out more about how we’re thinking about the impact of GenAI and AI literacy in education.
Maths is more than numbers—it’s a gateway to understanding the world, solving problems, and unlocking future opportunities. Yet for many students, teachers, and even parents, maths can be a source of stress and fear. At Pearson, we believe that maths anxiety shouldn’t stand in the way of learning. That’s why we’ve launched a campaign to support confidence in maths across the UK.
By Dr JT Welsch, University of York
When Bob Dylan won the Nobel Prize for Literature in 2016, the awarding committee said it was ‘for having created new poetic expressions within the great American song tradition.’ In the official press announcement, they added: ‘He can be read and should be read, and is a great poet in the English tradition.’ It’s one thing to describe song lyrics as ‘poetic’ – a vague descriptor we apply to many creative forms. It’s another thing to call someone who is primarily a songwriter a ‘poet’ while awarding them the world’s most prestigious prize for ‘literature’.
When we launched our Let’s Talk English campaign earlier this year, our purpose was clear: to create an open space for the education community to explore how GCSE English teaching, learning and assessment could evolve to better serve every student.
We didn’t start with answers or predetermined solutions; we started with questions — and an invitation for teachers, students and education leaders to share their experiences, insights and ideas about what English could become.
Responding to the government’s Schools White Paper, Freya Thomas Monk, Managing Director of Pearson Qualifications, said:
“Every learner should be able to succeed at school, supported by a system that is coherent, practical to deliver and focused on what makes the biggest difference to learning and wellbeing.
"This White Paper sets out a plan to raise standards and strengthen inclusion. That must include a focus on ensuring that every learner, including those with special educational needs and disabilities (SEND), has an equal opportunity to achieve their potential and demonstrate their knowledge through fair and accessible assessments.
"When used appropriately, digital technologies will play an important role in achieving this. Central to this is reliable connectivity and we welcome the plans for a significant investment in broadband connectivity for schools across the country.
"Beyond connectivity, thoughtfully designed and responsibly implemented technology that is aligned to the needs of students and teachers has a powerful role to play in education. For example, on‑screen assessment can significantly enhance accessibility, flexibility, and consistency for children with additional needs. Features such as adaptable formats, assistive tools, and standardised delivery reduce barriers and enable more students to demonstrate their knowledge and skills with confidence.
"We also encourage the government to go further in key areas, including by providing more investment for digital devices and ongoing maintenance for schools. The Pearson School Report 2025 shows that many schools lack the devices needed to equip young people with the digital skills they need to thrive beyond their school years. When teachers were asked what could be done in their schools to improve students’ digital skills, 70% cited ‘more devices for classroom use’.
"The ambition to improve classroom technology by 2030 must be matched by investment in people and in developing teachers’ digital skills as part of their professional development. Proposals to establish clear digital skills pathways for the educators are crucial to building confidence and capability in using technology and AI safely and effectively. There is clear evidence of a skills gap: The Pearson School Report 2025 found that only 56% of teachers currently feel confident using existing technology.
"We look forward to engaging in the formal consultation, drawing on our decades of experience of working with schools and partners across the sector. All parts of the education system must work together coherently for the benefit of all learners. As one of the country’s leading assessment organisations we will play our part in building capability, strengthening quality, and delivering public value.”
We have been awarded four additional contracts to deliver T Levels in Management and Administration, Maintenance, Installation and Repair for Engineering and Manufacturing, Engineering, Manufacturing, Processing and Control and Design and Development for Engineering and Manufacturing whilst retaining the contract to deliver the Generation 2 T Level in Accounting, for first teach September 2027.
First MedTech qualifications built by regional skills experts to address employer need
