Worth Reading.
Research, reports and books that inform the ideas explored in Beyond the Lesson.
Frameworks & reviews
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OECD Digital Education Outlook 2026
OECD Publishing
The review behind a central distinction in these articles: performing a task successfully with generative AI does not automatically mean learning has occurred.
Cited in: The AI-Enhanced Teacher
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Results from TALIS 2024: Teaching for Today’s World
OECD Publishing
International survey data on how teachers actually work — including who uses AI and for what. The source of the teacher AI-use figures in these articles.
Cited in: The AI-Enhanced Teacher
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AI Competency Framework for Teachers
UNESCO
Places human agency and accountability at the centre of responsible AI use — teachers remain accountable for pedagogical decisions involving AI.
Cited in: The AI-Enhanced Teacher
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Empowering learners for the age of AI: An AI literacy framework for primary and secondary education
OECD / European Commission, 2026
Frames AI literacy as more than using AI: understanding it, critically evaluating its outputs and making informed decisions.
Cited in: From Passive Learners to Active Thinkers
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How People Learn II: Learners, Contexts, and Cultures
National Academies of Sciences, Engineering, and Medicine, 2018
A synthesis on prior knowledge, connections between ideas and flexible knowledge — foundational for the knowledge-and-thinking argument.
Cited in: From Passive Learners to Active Thinkers
Research studies
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The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes
Chi & Wylie, Educational Psychologist, 2014
Distinguishes forms of engagement by what learners are cognitively doing — the backbone of the argument that active does not mean busy.
Cited in: From Passive Learners to Active Thinkers
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Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom
Deslauriers et al., PNAS, 2019
Students in active-learning conditions learned more while feeling they learned less — a key reminder that productive struggle rarely feels easy.
Cited in: From Passive Learners to Active Thinkers
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Choices in EdTech: Using Generative AI (ChatGPT) for KS3 Science Lesson Preparation
Education Endowment Foundation
A randomized trial of 259 teachers across 68 English secondary schools: 31% reduction in targeted preparation time, with quality caveats noted.
Cited in: The AI-Enhanced Teacher
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Generative AI offers more, but students revise less: comparing the effects of teacher and AI feedback on essay revision
Farrokhnia et al., IJETHE, 2026
AI feedback was rated higher in quality, yet did not translate into greater revision improvement — apparent quality and actual use are different things.
Cited in: The AI-Enhanced Teacher
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From gradual release of responsibility to gradual release of technology: A case for the staged use of AI in formal education
Rowe, Education Sciences, 2026
The GRAIT model — distinguishes AI-supported performance from durable learning and proposes staged AI access linked to demonstrated development.
Cited in: When AI Does the Thinking, What Should the Learner Do?
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Which inference is at risk? Assessment validity reasoning and generative AI
Weidlich, Assessment & Evaluation in Higher Education, 2026
When generative AI changes how a performance is produced, it changes what that performance can reasonably be taken to mean.
Cited in: When AI Does the Thinking, What Should the Learner Do?
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Extended executive cognition, a learning outcome for the AI age
Sidorkin, Computers and Education Open, 2025
Describes strategic allocation of cognitive effort, delegation and orchestration across human-AI systems.
Cited in: When AI Does the Thinking, What Should the Learner Do?
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Learning with machines: Toward a theory of epistemic co-agency
Samuel, Computers and Education: Artificial Intelligence, 2026
Emphasises learning to reason not only with AI, but also through and against it.
Cited in: When AI Does the Thinking, What Should the Learner Do?