Oxford Brookes University will lead a major new research study, evaluating how AI tools can support pupils in Northern Ireland schools.
The study forms part of the Department of Education RAISE Programme, which aims to raise achievement and aspirations. More than 15,000 pupils will use an AI-powered reading tutor over a 12-month period, generating robust evidence to inform national literacy policy and support data-informed teaching in the classroom.
The research will assess the effectiveness of evidence-based AI literacy tools in improving reading outcomes. To ensure reliable findings, the study will compare pupils with similar characteristics—such as reading ability and background—with one group using the AI tool and the other following standard classroom approaches. It will also support professional development by helping teachers implement targeted interventions aligned with the Science of Reading.
This pilot gives us the opportunity to rigorously test how tools like Amira can support what we already know works in primary reading. It's about applying the evidence—not replacing it—with technology that complements and enhances the professionalism of teachers rather than competing with it.
Professor Tim Vorley, Pro Vice-Chancellor at Oxford Brookes University
Pupils will begin with a brief 15-minute baseline assessment to evaluate their literacy levels and identify challenges such as dyslexia. They will then engage in weekly 20–40-minute sessions using Amira Learning, an AI-assisted reading tutor, over the course of the study.
(From left) Mark Angel, CEO and Co-Founder of Amira Learning, Paul Givan, Minister of Education, Northern Ireland, and Professor Tim Vorley, Pro Vice-Chancellor and Dean, Oxford Brookes University, signing a Statement of Collaboration at the Education World Forum, London, May 2025.
Teachers in participating schools will receive both face-to-face and online training from Hamilton Brookes, enabling them to interpret pupil data through detailed reports and apply individualised, evidence-based teaching strategies. The project supports Northern Ireland's shift toward practical, evidence-based tools in education, combining classroom impact with strategic policy insight.
At the heart of this research is a belief that every child—regardless of background or ability—deserves the best possible support to develop vital reading skills. By working closely with teachers to deliver tailored, evidence-based interventions, we hope to contribute to a more inclusive and effective education system that gives all learners the chance to thrive.
Professor Tim Vorley, Pro Vice-Chancellor at Oxford Brookes University
Oxford Brookes is a national leader in teacher education, with over 25 years’ experience in training teachers, supporting schools and shaping education policy. Its research in primary literacy, inclusive pedagogy and professional development has informed teaching practice across the UK and internationally.
Through its publishing and education development arm, Hamilton Brookes, the University works directly with schools and education systems to co-create practical resources that help teachers apply research in real-world settings.