Oxford University
Celebrating one year of Oxford Intersections
Oxford Intersections is our online interdisciplinary research resource, inviting academics and global experts to investigate the world’s most urgent and challenging subjects from all angles.
As we mark one year since the programme launched, we reflect on the over 300 articles we’ve published since then, covering over 250 subject areas from authors all over the world.
Intersections are organized by topic, inviting ideas from different disciplines to clash, complement, and counterpoint, prompting new viewpoints and questions. Explore some of the original content published so far in our first four topics:
AI in Society
Philipp Hacker, General Editor of AI in Society, and Chair for Law and Ethics of the Digital Society at European University Viadrina:
“AI in Society investigates AI’s pervasive influence on our economic, legal, personal, and cultural spheres. It takes a unique format, in which contributors from various disciplines collaborate to chart both the promises and societal challenges of AI, with particular attention to generative AI models and their global impact. From my perspective as its General Editor, AI in Society aims to serve as a reliable reference point for ongoing debates on how to align technological innovation with fundamental rights and societal values.”
Read Philipp’s full article
Read some of the published research
Borders
Alexander Diener, Professor of Geography at the University of Kansas, and Joshua Hagen, Dean of the College of Letters and Science, University of Wisconsin-Stevens Point, General Editors of Borders:
“We hope readers will engage Oxford Intersections: Borders to encounter new perspectives on a topics that is elemental to human experience and foundational to the form and function of power.”
Read some of the published research
Beyond Oral Tradition: Digitalizing Indigenous Environmental Knowledge for Climate Resilience in Africa
Dorcas Stella Shumba
Reconfiguring Borders: The Role of Conspiracy Theories in Shaping Knowledge and Information Flows in Online Discourse
Massimiliano Demata
Concepts from the Margins: Reimagining Governance and Belonging Through Border Children’s Lived Experiences
Ana Isabel Sandoval
Racism by Context
Meena Dhanda, General Editor of Racism by Context and Professor of Philosophy and Cultural Politics at the University of Wolverhampton:
“Combatting racism requires an unflinchingly analytical understanding of the roots, the history, the manifestation, the mechanisms, the proliferation, and the entanglement of its many forms within institutions and practices across all spheres of human interaction. Racism by Context has undertaken this enormous challenge by bringing into conversation cutting-edge research from different global locations.”
Read some of the published research
Hair Discrimination and the Racialization of Black Young People’s Bodies: A Critical Analysis of Racism in U.K. School Settings
Siobhan O’Neill, Karis Campion, Sweta Rajan-Rankin
Soul Circuitry: Chronicles of Cyborgian Intelligence in Afrofuturism
Nettrice Gaskins
‘You are Nathan F*cking Shelley!’: Orientalism, White Saviourism, and the Radicalization of Nate in Ted Lasso
Adam Ehsan Ali, Matt Ventresca
Social Media in Society and Culture
Laeeq Khan, General Editor of Social Media in Society and Culture and Associate Professor in the School of Media Arts & Studies at Ohio University:
“Addressing today’s most pressing challenges requires a new approach to thinking. An interdisciplinary transformative approach can advance knowledge by exploiting and harmonizing the strengths of various disciplines within a unified framework. This approach deepens our collective understanding by bringing together the disparate and sometimes contradictory perspectives of many disciplines, all of which offer valuable insights.”
Read some of the published research
Sharenting on Instagram: A Study of Emotional Well-Being and Child Safety
P V Chandana, Velayutham Chandrasekharan, Tamilselvi Natarajan
Gaming on Social Media: An X- and YouTube-Driven Social Network Analysis of Minecraft Conversations
Mohd Ali Samsudin, Goh Kok Ming
Functional Aspects of Ritual in Digital Religion
Antonio Salvati
What’s coming next
In addition to continually developing our published topics, in the next year we’ll be launched intersections for Environmental Change and Human Experience, Gender Justice, Climate Adaptation, and Cultures of Waste, with many more to come in the following years.
Discover the full collection here.
The post Celebrating one year of Oxford Intersections appeared first on Oxford University Press.
Oxford University
Oxford Test of English recognized across Vietnam
The Oxford Test of English has been officially recognized by Vietnam’s Ministry of Education and Training (MOET) for use across the country’s education system—marking a major milestone for learners, educators, and institutions nationwide.
Following Decision No. 1429/QĐ-BGDĐT, the test is now formally aligned with Vietnam’s National 6-level Foreign Language Proficiency Framework and can be used for university admissions and training.
This nationwide recognition reflects Vietnam’s growing focus on international standards in education and increasing demand for practical English skills.
By adding the Oxford Test of English to its approved qualifications, Vietnam is giving learners greater flexibility and choice, which will enable them to demonstrate their English proficiency through a globally trusted assessment.
Sara Pierson, Managing Director, Oxford English Assessment, said: “We are delighted that the Oxford Test of English has been recognized across Vietnam. This milestone reflects our commitment to providing accessible, flexible, and reliable assessment that helps learners demonstrate the real-world English skills they need to succeed in study and work.”
A practical test for real‑world communication
Developed by Oxford University Press and certified by the University of Oxford, the Oxford Test of English is designed to assess how well learners can use English in everyday academic and professional contexts.
The test covers all four key skills: Listening; Speaking; Reading; and Writing.
Aligned to the Common European Framework of Reference (CEFR), it goes beyond theory—focusing on real-life communication such as presenting ideas, understanding specialized content, and writing emails and reports.
The Oxford Test of English is built for convenience and flexibility:
- 100% online delivery at approved test centres
- Modular format: take all four skills or individual modules
- Adaptive testing: questions adjust to each learner’s level
- Fast results: same day for Listening and Reading; within five days for Speaking and Writing.
This approach allows learners to tailor their test experience, save time and cost, and focus on the skills that matter most to them.
Delivered in Vietnam with trusted local expertise
In Vietnam, the Oxford Test of English is delivered in partnership with UKTA International Education Joint Stock Company (UKTA), the exclusive distributor of the test in the country.
UKTA works closely with local education partners to develop and manage a nationwide network of approved test centres, ensuring that every test is delivered in line with our standards.
Beyond expanding access, UKTA also plays a key role in quality assurance, helping to provide a secure, consistent, and reliable testing experience for candidates across Vietnam.
With a growing network of approved test centres across the country, students can now access the Oxford Test of English easily, with flexible test dates available year-round.
The test’s recognition within Vietnam’s national framework provides a clear pathway for learners to meet academic requirements, support graduation, and strengthen their career prospects in an increasingly global environment.
Discover how the Oxford Test of English can support your goals here.
Oxford University
Publishing our 500th open access book
Editors also point to how open access can shape the longer arc of scholarship. Steven C. van den Heuvel, Professor of Systematic Theology at Evangelische Theologische Faculteit, Leuven, shared an early sign of impact for The Oxford Compendium of Hope.
“Quantitatively, we can see that, despite it has been out only for a few months, it was already downloaded close to 8,000 times.”
Oxford University
New research shows teenagers are divided over AI use for schoolwork
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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