Publications
Certainities, Uncertainties, and the Future of AI in Education Roundtable Report
Read the roundtable report from our convening at Homerton College, Cambridge on the epistemic conditions that must be protected as AI becomes embedded in education.
Evaluating AI in Education for Core Human Capabilities
Read the roundtable report from our policy convening at King’s College, Cambridge with partners the Generation AI initiative at Reuben College, University of Oxford, as part of the Oxford-Cambridge Forum for Flourishing, Learning, AI and Research (OxBridge FFLARE). The report highlights that highlighted that many of the most consequential questions raised by AI in education are not purely technical, but normative and relational: what we value, what we seek to cultivate, and what kinds of learning environments we want to protect.
Written Evidence on Transparency and Information Integrity under Article 50 of the EU AI Act
This report presents the evidence submitted by Professor Ann Kristin Glenster and Peter Bannister, LOGOS at the University of Cambridge, to the European Commission’s Stakeholder consultation on the draft Guidelines on the transparency requirements for certain AI systems under Article 50of the AI Act on 3 June 2026.
Written Evidence to the Education Committee on the Use of Artificial Intelligence and EdTech in Education
This submission to the UK Education Committee on AI’s impact on learning and assessments, children’s digital rights, potential for accessibility and inclusivity, and institutional capacities and infrastructure.
AI and Human Rights: Written Evidence to the Joint Human Rights Committee
This submission to the UK Joint Committee on Human Rights examines the impact of artificial intelligence (AI) on fundamental human rights through the emerging framework of epistemic rights. It argues that AI technologies—particularly generative AI, recommender systems, surveillance infrastructures, and neurotechnologies—pose significant risks to the rights to privacy, freedom of thought, access to information, dignity, and the free development of personality as protected under international human rights law. The submission highlights how AI-driven data extraction, hyper-personalisation, deceptive design, and biometric and neural data processing undermine individual autonomy, epistemic justice, and democratic participation. While elements of the UK’s existing legal framework already protect aspects of these rights, the report finds current protections fragmented and insufficiently adapted to AI-mediated harms, especially for children and vulnerable groups. In this submission, we recommend that the UK explicitly recognise epistemic rights within its human rights approach to AI, strengthen regulatory safeguards—particularly for neurotechnologies—and resist utilitarian trade-offs that weaken fundamental rights in the name of innovation or economic growth.
Capacity-Building for Innovative UK AI & Education Policy
Read the roundtable report from our policy convening at King’s College, Cambridge with partners AI & Education Community and the Glenlead Centre in November 2026. The report outlines nine tangible recommendations for UK to take a lead on AI & Education policy, covering assessments, teacher training, contestability, pedagogy, supporting research and AI literacy, and commitments to digital inclusion.
Surveillance Capitalism, Deceptive Designs, and Epistemic Rights
Published by the Carr-Ryan Center for Human Rights, Harvard Kennedy School for Government, in this report entitled Surveillance Capitalism, Deceptive Designs, and Epistemic Rights Ann Kristin Glenster examines the proliferation of deceptive design and dark patterns online, and how epistemic human rights can be part of the regulatory solution.