Explore how insights from teachers and students are driving important conversations on schools today and how we shape learning and assessment that’s fit for the future.
Sharing more voices than ever before...
Discover the fourth edition of the Pearson School Report. Over 14,000 voices, including teachers, learners, colleges, tutors and home educators, joined the conversation.
Perspectives on life and learning in further education
The new Pearson College & Schools Report reveals how students and tutors see learning today and how colleges are adapting to tech, expectations and careers.
Supporting transformation and improvement across your trust
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.
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.
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.
At Pearson we are committed to understanding the efficacy of our qualifications and continuously improving and updating them to support the best outcomes for students.
Today's report represents an important step towards preparing young people for successful and fulfilling futures.
On 20 October, the government published its Post-16 Education and Skills White Paper, setting out significant reforms to vocational education in England. We know you'll have questions about what this means for you and your students, and we want to provide you with clear information and reassurance.
