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The foreword marks the 20-year publication milestone and discusses key themes shaping educational debate, including digital innovation, artificial intelligence, accessibility, equity, and the impact of large disruptive events such as the COVID-19 pandemic. 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Our qualifications, assessments, academic publications and original research spread knowledge, spark enquiry and aid understanding.  \nCitation  \nArticles in this publication should be cited using the following example for article 1: Brady, J., Majewska, D., & Greatorex, J.  \n(2025). Wanted dead or alive: Canonical authors for literature in English curricula. Research Matters: A Cambridge University Press & Assessment publication, 40, 7–27. [https://doi.org/10.17 863/](https://doi.org/10.17 863/)[ ](https://doi.org/10.17 863/)[CAM.1219 34](CAM.1219 34)  \nCredits  \nReviewers: Jing Xu, Tim Gill, Santi Lestari, Sylvia Vitello and Filio Constantinou  \nEditorial and production management: Victoria Crisp and Lisa Bowett  \nAdditional proofreading: Alison French  \nCambridge University Press & Assessment is committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We’re always looking to improve the accessibility of our documents. If you find any problems or you think we’re not meeting accessibility requirements, please contact our team:  \nResearch Division, [ResearchDivision@cambridge.org](ResearchDivision@cambridge.org)  \nIf you need this document in a different format contact us, telling us your name, email address and requirements and we will respond within 15 working days.  \nResearch Matters 40 DOI: [https://doi.org/10.17 863/CAM.1219 39](https://doi.org/10.17 863/CAM.1219 39)  \n[All details are correct at the time of publication in November 2025](All details are correct at the time of publication in November 2025).  \nContents  \n4 Foreword: Gill Elliott  \n6 Editorial: Victoria Crisp  \n7 Wanted dead or alive: Canonical authors for literature in English curricula:  \nJude Brady, Dominika Majewska and Jackie Greatorex  \n28 Comparing open-book and closed-book exams in international literature in English assessments: Emma Walland  \n50 Highlights from research on the progression of Key Stage 4 and 5 cohorts impacted by the COVID-19 pandemic: Carmen L. Vidal Rodeiro and Carmen H. J. Lim  \n72 The ethics of deploying Large Language Models in high-stakes automarking:  \nFrank Morley and Emma Walland  \n93 Filled with skills: An analysis of four International AS and A Levels: Irenka Suto, Sarah Nelson, Judith Roberts, Aman Sidhu and Lesley Spence  \n121 Research News: Lisa Bowett  \nResearch Matters • Issue 40 3  \n© Cambridge University Press & Assessment 2025  \n© Cambridge University Press & Assessment 2025  \nForeword  \nGill Elliott  \nWelcome to this fortieth issue of Research Matters, marking 20 years of publication. A big number anniversary provides an opportunity to reflect on achievements and to speculate on what the future may hold. The foreword from issue 20 considered early Research Matters history. It is a real privilege to pickup 10 years later and take stock of the next decade of published research – and what a decade it has been!  \nAt the forefront of everyone’s minds when we think about current educational issues are themes around digital innovation, artificial intelligence (AI), accessibility and equity in a globalised society. Furthermore, thirst for change and thrust behind transformation are accelerated and amplified by large-scale disruptive events. There have been plenty of these – cross-national and civil conflicts, natural disasters and unprecedented world events. The COVID-19 pandemic revolutionised, for a short space of time, the way learners and teachers experienced schooling in almost every jurisdiction worldwide and unleashed what has previously been described as a vast natural experiment into delivering education differently. With one of the biggest natural disasters known to humanity looming in the form of climate change, we are thinking anew about greener educational policies, practices and products. ","cbCainAK7no9Abzb","https://ap.wps.com/l/cbCainAK7no9Abzb","pdf",3654773,125,"English","# Foreword\n## Gill Elliott\n# Editorial\n## Victoria Crisp\n# Wanted dead or alive: Canonical authors for literature in English curricula\n## Jude Brady, Dominika Majewska and Jackie Greatorex\n# Comparing open-book and closed-book exams in international literature in English assessments\n## Emma Walland\n# Highlights from research on the progression of Key Stage 4 and 5 cohorts impacted by the COVID-19 pandemic\n## Carmen L. Vidal Rodeiro and Carmen H. J. Lim\n# The ethics of deploying Large Language Models in high-stakes automarking\n## Frank Morley and Emma Walland\n# Filled with skills: An analysis of four International AS and A Levels\n## Irenka Suto, Sarah Nelson, Judith Roberts, Aman Sidhu and Lesley Spence\n# Research News\n## Lisa Bowett","[{\"question\":\"What is the main focus of Research Matters Issue 40?\",\"answer\":\"Issue 40 focuses on research and analysis related to education and assessment, alongside research news from Cambridge University Press \\u0026 Assessment.\"},{\"question\":\"Which themes are highlighted in the foreword?\",\"answer\":\"The foreword highlights digital innovation, artificial intelligence, accessibility and equity, and how disruptive events such as the COVID-19 pandemic affect education.\"},{\"question\":\"How should articles in this publication be cited?\",\"answer\":\"Articles should be cited using the provided citation format example, including authors, year, publication title, issue number, and page range, and (when available) the DOI.\"}]","Research Matters Issue 40 - November 2025 | PDF",1792723488,315]