Latest news and insights

Across the world, students are increasingly curious about immersive technology,¹ and advances in AI are making it easier to bring these environments to life in the classroom.² But does this progress mean it’s time to fast-track virtual reality and similar tools into everyday teaching and learning?

The latest research shows that immersive experiences can enhance learning, but a ‘more immersive’ learning experience doesn’t automatically mean it’s more effective. As we see every day, it’s teachers’ choices of what will work best for their students that make the difference, from selecting well-designed experiences, to using them to support every learning journey.

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’.

The government’s announcement brings greater clarity to its plans for a post-16 system with clear pathways for all learners. It confirms the introduction of a third vocational route at level 3, alongside A levels and T Levels, recognising that learners need choice as they progress into work, further study or higher education.

Today, the government published the outcome of its consultation on post-16 level 3 and below pathways. The consultation sought views on the design and implementation of a third, vocational pathway at level 3 – to be called V Levels – and on two new pathways at level 2 in post-16 education. 

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.”