Oxford University

Announcing the winners of the inaugural First Book Prize for early career researchers

Published

3 months ago

March 22, 2026

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We are proud to announce 10 winners of the First Book Prize 2025, awarded to early career researchers in the humanities and social sciences.

The First Book Prize aims to support emerging scholars by providing broad dissemination for their first monograph. Each winner will have their debut book published fully open access—with all fees waived—alongside hardback publication.

In the inaugural year of the prize, we received nearly 100 submissions. Following a rigorous, three-stage review process that included external peer review, our Global Prize Committee agreed to nominate 10 projects as recipients of the prize:

Sabrina Axster (Cornell University)

Controlling Migrants: Vagrancy, Indentured Labor, and the Policing of Mobility in Germany

By situating German migration controls within the entangled histories of colonialism, racism, and labour exploitation, Axster challenges state-centric accounts of border regimes.

Rebecca Carpenter-Mew (Flinders University)

Age on the Page: Narrative Strategies and the Cultural Perception of Women’s Aging

By drawing a link between narrative strategies and ageism, this book sheds light on the complex ways in which language and storytelling effect real, material impact upon society, writ large, and on the treatment of older women within society, in particular.

Kaoutar Ghilani (University of Cambridge)

Decolonisation, Language Politics, and Narratives of Failure in Morocco

An innovative contribution to postcolonial studies, Kaoutar Ghilani’s book offers the first comprehensive political history of Morocco’s Arabisation policy and its dramatic abandonment in 2019.

Laura Kate Gibson (King’s College London)

Precarious Archiving: Colonial Legacies and Digital Failures in South African Heritage

A timely and important examination of the impact of the ‘digital turn’ in archival practices and, in turn, on heritage more broadly.

Chong-Ming Lim (University of Sheffield)

Commemorative Justice

Commemorative Justice addresses a pressing and contentious issue in public life today: the remembrance of prominent historical figures whose celebrated legacies are increasingly challenged by growing awareness of their moral and political failings.

Tomás McInerney (Queen’s University Belfast)

When Should an Algorithm Decide? An Account of the Potential and Limitations of AI in the Judicial Role

A scholarly, brave, and ambitious attempt to unpick the complexities of not only legal decision-making, but ultimately also of human reasoning.

Anh Quan Nguyen (University College Dublin)

It’s Okay to Despair about Climate Change: Militant Pessimism in the Face of Climate Breakdown

The book challenges the dominance of optimism and its insistence on hope, offering a compelling case for what the author calls ‘militant pessimism’—an orientation that embraces despair not as defeat but as a source of moral clarity, solidarity, and radical action.

Jonathan Powell (University of Edinburgh)

Common Law and English Commercial Theatre, c.1597-1624

Powell changes how we see the culture of Shakespearean theatre, mainly in London, by focusing on how common law shaped its everyday operations and even its artistic dimensions.

Hiba Salem (University of Oxford)

The Politics of Education and Hope in Forced Migration: Journeys of Syrian Young People Across the World

Through compelling life story interviews, Salem traces the complex trajectories of young Syrian refugees, revealing how education, politics, and policy intersect across diverse contexts.

Lahoma Thomas (Toronto Metropolitan University)

Black Women and the Politics of Respect in Jamaica: Seeing from Da Yaad

A highly original and illuminating ethnographic study which sets focus on the relationships between Black Jamaican women in marginalized communities and leaders of criminal organizations, a topic so far unexplored in scholarly literature.

Sophie Goldsworthy

Global Academic Publisher

“As a university press, we are deeply committed to supporting early career researchers and amplifying work that engages with society’s most pressing challenges. We’re delighted to see such breadth and depth in the work of our prize winners, tackling subjects from ageing and migration to decolonization and digital archives in the Global South.

“It’s our hope that, as an inaugural cohort, this outstanding group of researchers will become a meaningful network for each other, just as we look forward to collaborating closely with them in building clearer pathways to publishing for scholars at the early stages of their careers and maximizing the global impact of their work.”

Anh Quah Nguyen, one of the winning recipients, added:

“Receiving the prize not only means a significant step for me in my academic career. It means that I am able to freely develop my writing and a perspective that is somewhat unorthodox in my discipline, to bring together philosophical thinking with my experience as a political organizer, and write philosophy for activists, thinkers, organizers, and philosophers alike.

“As the climate crisis escalates, philosophy has a crucial task to guide our thinking through one of the worst crises humanity has ever faced. I hope my book will be a small contribution towards this.”

Hiba Salem, one of our prize winners from the University of Oxford, will be giving a lecture on 13 November 2025 about her winning book, and is free to attend in-person or online.

Submissions for the First Book Prize 2026 will open on 1 January 2026. You can find out more about the prize and each of this year’s winning books here.

You can read our publishing resources for early career researchers here.

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Oxford University

New research shows teenagers are divided over AI use for schoolwork

Published

6 days ago

June 9, 2026

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According to findings in our new research exploring pupils’ perspectives on the role of AI in classrooms, teenagers are unclear over appropriate use of AI in their schoolwork.

We conducted research with almost 4,000 13-18-year-olds across the UK, revealing the different approaches that young people take to using AI in their schoolwork, and what roles they see AI playing education—both for them and their teachers.

The report follows on from research we published in 2025, which was one of the first pieces of UK research to hear directly from young people regarding their views on AI in education.

Some of our key findings:

Appropriate use of AI is a grey area

While only four in 10 (44%) think it is cheating to use AI to complete all of their homework, almost one in five also think it is cheating to simply ask any AI tool to give them homework tips.

Students are calling for more support from schools

Just 15% of students stated they have been given enough guidance.

77% would like to see their teachers use AI to support their class in lessons

Key areas include using AI to make complex work easier to understand and lesson planning.

Pupils emphasize their teacher’s unique value

73% pointed to a skill their teacher has which AI can never replace, such as personability, empathy, and human understanding.

Using AI in written tasks

In our qualitative studies, students were asked to complete a simple written exercise and offered the choice of using a generative AI tool if they wished. Of those who had access to AI, almost three quarters (72%) decided not to use it. Of those who didn’t have access, less than a quarter (23%) said they would have liked to have used an AI tool if they had been able to do so.

Young people do not use AI as a default for homework

The qualitative studies mirror survey findings, which highlight that young people do not use AI as a default for their homework, with only one in four (24%) regularly seeking out AI tools. Furthermore, one in three (34%) only use AI tools to help with their homework if suggested by their teachers compared to just 13% who are influenced by their friends.

Students are more excited than worried over impact of AI on their education

Four in 10 students (39%) are more excited than worried about the impact of AI on their education, compared to 16% who said they were more concerned and less than one in three (30%) who felt neither way.

What helps students learn more effectively when using AI?

When asked what helps them learn more effectively when using AI, the majority expressed preferences for AI tools that suggested tasks they can do to help them understand the subject better (44%) or asked them questions to help them reach the answer on their own (41%), compared to just one in five wanting an AI tool to give them the answer straight away.

Dr Alexandra Tomescu

Head of Product AI

“Whilst the research highlights that the appropriate use of AI is still a grey area for students, it’s reassuring to see young people’s sophisticated attitude towards AI. Both the research and qualitative studies show AI is not necessarily a default for all students, and despite being excited about its impact on their education they still inherently value the role of their teachers and look to their school for guidance. It’s vital therefore that we support teachers with the resources and tools they need to responsibly guide their pupils and harness AI’s potential in the classroom.”

Read the full report on Navigating AI in Education here, and find out more about our updated AI resources and guidance here.

The post New research shows teenagers are divided over AI use for schoolwork appeared first on Oxford University Press.

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Oxford University

Oxford Law Pro wins Gold for two SSP EPIC Awards

Published

2 weeks ago

June 2, 2026

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We have been recognised with two awards at the 2026 Society of Scholarly Publishing (SSP) EPIC Awards Celebration, held on 28 May in California.

Oxford Law Pro, our knowledge resource for legal professionals and researchers, has won Gold in two categories: Hosting Platform Features and Branding.

The Excellence in Publishing, Information Technology, & Communications (EPIC) Awards celebrate the remarkable achievements of individuals and teams who are advancing scholarly publishing through creativity, collaboration, and innovation. The Hosting Platform Features category highlights technical innovations that improve how scholarly content is hosted, accessed, and experienced, while the Branding category recognizes outstanding efforts to build and maintain a strong brand identity in scholarly publishing.

Mirkka Jokelainen, Product Portfolio Manager, said:

“It’s incredibly rewarding to see Oxford Law Pro recognised across both platform innovation and branding. These awards reflect the collaboration and commitment of colleagues across OUP and our work with Silverchair and Baxter & Bailey. Our shared focus was to deliver real value to legal researchers and professionals.From the AI Research Assistant through to the product’s identity and positioning, the goal was to create something that is both highly functional and clearly signals what is unique about what OUP can offer. The SSP EPIC Gold Awards celebrate this work.”

About the platform

Launched last year, Oxford Law Pro brings together more than 9,000 journal articles and over 600 award-winning, peer-reviewed books from our portfolio of authoritative and timely legal analysis, all on our Oxford Academic platform.

Oxford Law Pro is powered by a conversational AI research assistant, developed with Silverchair, making legal research more efficient without compromising on accuracy. Unlike generic AI search tools, Oxford Law Pro employs retrieval-augmented generation (RAG) frameworks specifically tuned for legal content, ensuring responses are grounded exclusively in OUP’s authoritative materials.

The platform equips legal professionals with tools that match the realities of modern practice, and by reducing time spent on initial source identification, the AI assistant allows them to allocate more time to substantive analysis, strategic thinking, and client service.

For many years, we have served the academic market with legal research materials, developing a reputation for publishing the highest quality research from globally respected authors. Oxford Law Pro delivers this content in a way that’s designed for legal professionals’ needs. Backed by our research and workshops, a process supported by legal technology expert Jenifer Swallow, we developed product branding and messaging to both reflect our established reputation and resonate with practitioners who may not have encountered OUP before.

We worked with design agency Baxter & Bailey to develop a strong, modern visual identity, messaging, and a suite of imagery to bring Oxford Law Pro alive. Congratulations to all involved for this industry recognition.

Find out more about Oxford Law Pro.

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Oxford University

Road to Literacy campaign reaches 2,010 South African schools

Published

3 weeks ago

May 28, 2026

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More than 2,000 primary schools and education non-profit organizations (NPOs) across South Africa will receive new mobile trolley library resources in 2026 as the AVBOB Road to Literacy campaign expands to its largest scale yet, introducing braille-inclusive trolley libraries for the first time.

Announced at a Johannesburg event attended by Minister of Basic Education Siviwe Gwarube, the initiative will deliver 2,000 trolley libraries to under-resourced primary schools and NPOs nationwide. Each mobile trolley contains 500 Curriculum and Assessment Policy Statement (CAPS) aligned books, bringing the total number of books distributed this year to one million. The campaign continues to prioritize communities with limited access to quality reading materials.

The AVBOB Road to Literacy campaign was launched in partnership with OUP Southern Africa in 2022 to help address South Africa’s literacy challenges by providing primary schools and education NPOs with mobile classroom libraries filled with CAPS-aligned books. The initiative focuses on the Foundation and Intermediate Phases and is designed to give learners more regular access to age-appropriate reading materials that supports literacy and numeracy.

A major development in 2026 is the introduction of 10 braille-inclusive trolley libraries for selected schools and organizations that support blind and partially sighted learners, bringing the total number of trolley libraries to 2,010. Each of the braille trolleys contain more than 100 braille anthologies and 350 sighted Aweh! readers, and make it possible for blind, partially sighted, and sighted children to engage with the same stories.

Karen Simpson

Managing Director of OUP Southern Africa

“The need for books that children can see themselves in, and access in ways that are meaningful for them, has never been clearer. Bringing braille into Road to Literacy for the first time is an important step forward. It allows more learners to experience the joy of story, language, and learning, while creating opportunities for shared reading across classrooms and communities.”

From 2022, to 2026, the AVBOB Road to Literacy campaign has donated 3,893 trolley libraries and distributed approximately two million books, reaching just under 4,000 beneficiary schools and education NPOs. With the 2026 rollout now donating braille libraries, the initiative continues to grow in scale while widening the kinds of learners it can reach.

Minister of Basic Education Siviwe Gwarube noted: “Partnerships with business can go a long way towards improving educational outcomes in the country. AVBOB has been an incredible partner to the education sector, and their trolley libraries are bridging the literacy gap in under-resourced schools. The inclusion of braille books in this year’s trolley libraries will ensure that even learners with visual impairments are not left behind in the literacy journey. Access to knowledge and the joy of reading must extend to every child, regardless of their circumstance. We must work collaboratively as business, government, and society to build a just and equitable education system.”

Nakedi Pilane, Executive Director: Business Development and Financial Services at AVBOB, said: “The increasing demand for trolley libraries has been one of the clearest indicators of the initiative’s value. Schools that initially received a single trolley now request additional resources to support the momentum they see in their learners. Teachers tell us about classrooms that feel more energized, about learners who look forward to reading time, and about children who are discovering language as an avenue to curiosity and self-expression. These shifts may appear modest, but in educational terms, they represent meaningful, long-term progress. When reading begins to take root, a community begins to unlock its potential.”

You can watch a recap of the 2026 recipient announcement ceremony here.

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