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Is “pre-training” the unsung hero of effective learning—or just an unnecessary hurdle for already smart students? That’s the research quest Anna Gorbunova, Anastasiia Kapuza, Ouhao Chen, and Jamie Costley embark on in their recent study, Rethinking Pre-training: Cognitive Load Implications for Learners with Varying Prior Knowledge. Published in Frontiers in Psychology, their work dives into how priming your mind before tackling complex material can transform the learning experience, challenging long-held beliefs about how we actually absorb knowledge.

Researchers discovered that language proficiency tests could be significantly shortened by processing responses more effectively. An international team of scholars, including a researcher from the Institute of Education, demonstrated this using data from around 3,000 students who took English listening tests.

Artificial intelligence is rapidly becoming part of everyday academic life. While much attention has been paid to how students use AI in learning, far less is known about how faculty members engage with AI tools in their own research writing and publication practices. A new study by researchers from the HSE Institute of Education and the Academic Writing Centre offers rare insights into how university instructors are navigating this emerging terrain.