Key Points:
- January update added 204 studies, now totaling 1,027.
- Research focuses on student trust, fairness, and AI interactions.
- Provides a central resource for evidence-based decisions in education.
The Stanford AI Education Repository has beyond 1,000 studies, reflecting the rapid growth of academic work focused on the use of artificial intelligence in classrooms. The January update added 204 new papers, bringing the total collection to 1,027 studies examining how generative AI is shaping teaching and learning across preschool to grade twelve education.
The latest expansion represents one of the largest single updates since the repository was launched. It arrives at a time when schools, educators, and education technology providers are moving from limited trials toward wider classroom use of AI tools. The growing body of research offers students and teachers a centralized resource to explore evidence on how these technologies affect learning, behavior, and classroom practices.
January Update Marks Major Expansion
Chris Agnew, who works on the AI Hub for Education, shared details of the January update through a public post. He noted that the team had paused announcements for several months while working behind the scenes to improve how studies in the Stanford AI Education Repository are filtered and categorized. According to Agnew, the internal updates were designed to make it easier for users to find relevant research and better understand emerging trends.
The January release added 204 studies in one update, which Agnew described as a significant increase compared with previous months. He said the repository grew by nearly a quarter compared with its size at the end of 2025. The expanded collection now brings together peer-reviewed papers and preprint research in one place, allowing educators to review findings without navigating multiple academic databases.
The update also highlights the pace at which research on classroom AI is increasing. As AI tools become more common in lesson planning, assessment, and student support, researchers are examining not only learning outcomes but also questions of trust, bias, and student decision making.
New Studies Focus On Student Experience And Trust
Several of the newly added studies point to evolving areas of interest in AI education research. One study from researchers at University College London and Carnegie Mellon University developed a benchmark to assess gender equity in automated essay feedback produced by large language models. The findings suggested that many models respond differently depending on the gender context of the student, raising questions about fairness in automated feedback systems.
Another study from the National and Kapodistrian University of Athens explored how Greek high school students interacted with ChatGPT. The research found that when students encountered incorrect or fabricated responses, they became more cautious. Many limited their use of the tool to topics they already understood and could independently verify.
Research from the University of Denver focused on younger learners, examining how children aged five and six perceived the human-like qualities of AI chatbots. The study also looked at the role parents played during these interactions, highlighting how adult guidance shapes early understanding of AI tools.
The Stanford AI Education Repository is part of the SCALE initiative under the Stanford Accelerator for Learning. The collection is designed to support evidence-led decision-making by organizing studies into descriptive research, impact-based research, and review research. Its primary focus remains generative AI in the United States preschool to grade twelve education.
The repository includes academic studies but excludes journalism and opinion content. Research summaries are produced using AI tools and reviewed by humans before publication. Updates are released monthly to reflect the fast changing research landscape.
Agnew emphasized that growth in volume does not replace careful reading and interpretation. He encouraged educators and students to review original studies and apply critical thinking when using research to guide classroom decisions. As the Stanford AI Education Repository continues to expand, it offers a growing foundation for informed discussion about the role of AI in education.