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The issue frames forthcoming digital Cambridge IGCSE and International AS & A Level exams, including work with early adopters to create reliable, valid assessments that schools can implement effectively. 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Education is no exception. From eBooks to personalised learning apps to online collaboration platforms, technology is redefining how we  \nlearn and teach.  \nThis special issue of Cambridge Outlook magazine outlineshow we are working with our community of schools around the world to prepare young people to thrive in an increasingly technological world.  \nIn June 2026, we will introduce our first digital Cambridge IGCSETM and International AS & A Level digital exams (page 6). We have been working with early adopters to create and test reliable and valid digital assessments while ensuring schools are supported in their implementation (pages 8 to 11). This collaborative approach reflects our belief that innovation should be guided by the needs of our community, ensuring that both the content and delivery of assessments remain effective and relevant.  \nIt’s clear that artificial intelligence (AI) will play a significant role in future jobs and society. However, at Cambridge, we believe that the conversation around AI’s role in education should not be solely focused on AI. More important is the role of human intelligence and how the two can work together to enhance teaching and learning (pages 16 to 17 and 18 to 19).  \nUltimately, our goal is to empower teachers and learners to harness the benefits of technology while preserving the irreplaceable value of human insight and creativity. This issue explores these exciting developments and showcases how Cambridge is helping shape the future of international education – preparing learners to be ready for the world.  \nRod Smith, Group Managing Director, International Education  \nContents  \nExams: why go digital? ..................4  \nOur digital roadmap .....................6  \nEarly adopters: schools paving the way to digital.............8  \nFrom paper to pixels: how research drives our digital development..................... 12  \nTeaching with AI: an assistant not a replacement....................... 1 6  \nCo-creation in the classroom with AI .......................... 18  \nSupport for schools.....................20  \nStudent voices – what it's like to sit digital mocks ............... 22  \nHow tech could change what we measure.........................23  \nAny feedback on this issue?  \nWhat would you like to read about in the next issue? Contact us at:  \nCambridge Outlook magazine, International Education,  \nTriangle Building, Shaftesbury Road, Cambridge CB2 8EA, UK  \ne: [outlook@cambridgeinternational.org](outlook@cambridgeinternational.org)  \n[cambridgeinternational.org](cambridgeinternational.org)  \n[Cover illustration: Tetiana Yakunova](Cover illustration: Tetiana Yakunova)  \nIssue 45, March 2025  \nExams: why go digital?  \nDigital exams have the potential to deliver many benefits, from reducing paper-usage to improving security. However, crucially they will also unlock new opportunities for learners. We talked to some of our digital exam speci","cbCaiaAe1BhHrzQj","https://ap.wps.com/l/cbCaiaAe1BhHrzQj","pdf",8858182,24,"English","# Exams: why go digital?\n## Our digital roadmap\n## Early adopters: schools paving the way to digital\n## From paper to pixels: how research drives our digital development\n## Teaching with AI: an assistant not a replacement\n## Co-creation in the classroom with AI\n## Support for schools\n## Student voices – what it's like to sit digital mocks\n## How tech could change what we measure","[{\"question\":\"What benefits do digital exams aim to deliver for learners?\",\"answer\":\"Digital exams are positioned to reduce paper usage and improve security, while also creating new opportunities for learners, including more control over their exam experience.\"},{\"question\":\"How does the magazine address accessibility in digital exams?\",\"answer\":\"It describes accessibility tooling that lets candidates adjust font size, line and character spacing, change background color or contrast, and switch to dyslexia-friendly fonts to better suit individual needs.\"},{\"question\":\"How is AI described in relation to teaching and learning?\",\"answer\":\"AI is framed as an assistant not a replacement, with emphasis on human intelligence and on co-creation in the classroom to enhance learning outcomes.\"}]","Cambridge Outlook - Issue 45 - March 2025 | PDF",1792725149]