Stanford AI Hub expands education research repository past 1,000 studies

Stanford University pushed its AI Hub for Education Research Repository past 1,000 studies, adding more than 200 papers in a single January update as research into classroom AI use continued to accelerate.

Stanford University added 204 new studies to its AI Hub for Education Research Repository in January, bringing the total number of papers to 1,027. The release marked one of the largest single expansions of the repository to date and reflected the rapid increase in academic research examining generative AI in preK–12 education.

The update significantly increased the volume of peer-reviewed and preprint research available in one place, at a point when schools and EdTech providers were moving from pilot programs to broader AI deployment.

January update pushed repository past 1,000 studies

Chris Agnew, who works on the AI Hub for Education, shared details of the update on LinkedIn, writing, “It’s been a couple months since you’ve seen any announcement on additions to the AI Hub for Education at Stanford University Research Repository.” He added that the pause followed internal work, stating, “Our team has been hard at work overhauling internal systems to improve filtering accuracy for users.”

Agnew said the January release represented a major step forward, writing, “We’re excited to start 2026 with a BIG addition of papers!” He confirmed that the update added 204 studies, bringing the repository to “1,027 pre-print and peer reviewed papers,” which he described as “an almost 25% increase in papers from the last two months of 2025.”

New papers examined bias, trust, and student behavior

Agnew highlighted several studies added in the January update that pointed to emerging areas of focus in AI education research. One paper from researchers at University College London and Carnegie Mellon University built a benchmark to evaluate gender equity in automated essay feedback from large language models, finding that “most LLMs respond differently depending on gender.”

Another study from the National and Kapodistrian University of Athens examined how Greek high school students responded to ChatGPT. Agnew noted that exposure to hallucinations led students to “restrict their own use to topics they already understood (and could validate).”

Research from the University of Denver explored how five- and six-year-olds perceived the human-like qualities of AI chatbots and examined “the role of parents in the interaction,” which Agnew described as some of the most meaningful work he had seen to date in early childhood AI research.

Repository designed for evidence-led decisions

The Research Repository sits within Stanford’s AI Hub for Education and forms part of the SCALE initiative under the Stanford Accelerator for Learning. Studies are categorized as descriptive, impact-based, or review research, with a focus on generative AI in U.S. preK–12 education.

The collection includes pre-published academic research but excludes journalism and opinion pieces. Research syntheses are AI-generated and reviewed by humans, with updates published monthly.

As Agnew cautioned in his post, “Always check your sources and exercise critical thinking,” underscoring that while the repository continued to grow quickly, interpretation and application remained critical.

ETIH Innovation Awards 2026

The ETIH Innovation Awards 2026 are now open and recognize education technology organizations delivering measurable impact across K–12, higher education, and lifelong learning. The awards are open to entries from the UK, the Americas, and internationally, with submissions assessed on evidence of outcomes and real-world application.