Funding opportunity

Funding opportunity: UKRI Centres for Doctoral Training in artificial intelligence

Apply for funding for a Centre for Doctoral Training (CDT) focused on the applications and implications of artificial intelligence (AI).

You must be based at a UK research organisation eligible for UK Research and Innovation (UKRI) funding.

Proposals are welcomed within priority areas across the remit of UKRI addressing UK training needs in novel and existing AI technologies.

CDTs will deliver high quality, cohort-based doctoral education.

Up to £117 million is available to support 10 to 15 CDTs. UKRI will fund 100% of the full economic cost.

CDTs will train five cohorts of students doing a four-year doctorate or equivalent. The first cohort will start in the 2024 to 2025 academic year.

The outline stage has been completed. This funding opportunity is now only open to applicants who were successful at the outline stage and have been invited to submit a full proposal. All other applications will be rejected.

Who can apply

Organisational eligibility

Applications are invited from eligible organisations or consortia that can demonstrate the ability to host a CDT in areas of AI. Centres should address UK skills needs in AI at the doctoral level through the provision of both breadth and depth of research training.

Check if your institution is eligible for funding.

You should demonstrate the ability to host a CDT by meeting all the criteria detailed. This includes a critical mass of supervisors (around 20 to 40) existing across the partnership of the application and a proven track record of doctoral supervision.

Centres will be expected to support at least 50 students over the duration of the funding period. Smaller numbers may be permitted by exception where they can be fully justified due to the nature of the training. Please contact UKRI in advance of submission should you wish to apply for smaller cohorts.

Applications are welcomed equally from single and multi-organisational teams. Collaborations with non-academic project partners are expected where appropriate for the focus of the centre. In assembling the centre team, applicants must consider what is most beneficial to the centre vision, research environment and training provision being proposed. We welcome CDT proposals which include elements of international engagement where they add value to the proposed centre.

Applications must be led by research organisations which already have suitable arrangements in place to award doctoral qualifications and a track record of delivering doctoral training. Other research organisations eligible for UKRI funding may partner on proposals. Organisations not eligible for research council funding, for example businesses, may be named as project partners.

Individual eligibility

The principal investigator must be from the lead organisation for the application.

As EPSRC is the council to which proposals are being submitted, you must follow their rules for eligibility.

Check if you’re eligible for funding.

The principal investigator and co-investigators must be from an eligible UK organisation.

We also welcome Professional Research and Investment Strategy Managers (PRISM) who are integral to developing the CDT bid as co-investigators.

Building on the Technician Commitment Action Plan research technical professionals and research software engineers are also eligible as named co-investigators where they are resourced from the central funds of an institution and have a range of responsibilities and duties comparable to someone with substantial research experience.

New and existing CDTs

Applications to refresh existing UKRI AI CDTs are welcomed as well as applications to support new CDTs. All applications will be considered together. They will be treated equally and assessed using the same assessment process and criteria.

UKRI will not set any expectation on the number of existing or new centres that will be supported. Information about existing centres will not be made available to peer review by UKRI.

Demand management

It was expected that this UKRI AI CDT funding opportunity would be in high demand. As such organisations were permitted to submit a maximum of two outline applications to this funding opportunity as lead organisation, that is the organisation submitting the application through the Joint Electronic Submission (Je-S) system. This reflects the level of investment available and manages the impact on the community in assessing the large volume of proposals anticipated.

We strongly encourage collaborative, cross-disciplinary bids across faculties and between organisations. There is no limit on the number of applications that eligible organisations can partner on.

Only applications successful at the outline stage of this funding opportunity will be eligible to submit a full proposal. Outline proposals were assessed against the assessment criteria. Decisions were made based on both this and the balance of proposals across the set of outlines under consideration. The overall number of outlines allowed to proceed was limited to ensure a robust assessment of full proposals is possible. Organisational quotas did not form part of the decision.

Repeatedly unsuccessful applicants

Submissions to this funding opportunity will not count towards the EPSRC repeatedly unsuccessful applicants policy.

What we're looking for


We are looking to support CDTs to deliver high quality, cohort-based doctoral training in the applications and implications of novel and existing AI technologies.

It is expected that all those trained through the CDTs should have a sufficient knowledge of AI and the chosen priority area such that at the end of their studies they will be able to develop and apply novel AI techniques within that area, discipline or sector.

CDTs should have an emphasis on a high value student experience promoting their long-term career development, wellbeing, and preparation to follow a diversity of career paths.

Applications are required to demonstrate the specific need for doctoral training through the CDT mechanism which includes the following key features:

  • a clear need for doctoral level skills education in a specific area of focus
  • the need for a cohort-based training approach
  • the provision of both depth and breadth in the research training proposed to address the identified skills need

Co-creation between different disciplines and engagement with industry and users are strongly encouraged. While high-quality proposals in any relevant area of UKRI’s remit are welcome, interdisciplinary proposals are particularly welcome.

Priority areas

CDTs should focus on AI applied and applicable in at least one of the priority areas. Centres may focus on more than one area. Centres should have a clear vision for the area or areas of AI training they will focus on, be able to articulate the national need for students in that area and explain the benefit of bringing the centre together in a multidisciplinary way.

Proposals must clearly identify which area or areas they will deliver against and the rationale for selection of the areas, including:

  • potential for innovative research training agendas
  • value added synergies
  • evidence of capability to deliver relevant to these areas

The priority areas are outlined below.

Science and research

This priority area covers AI to transform research and discovery across all disciplines, enabling:

  • novel hypotheses to be identified
  • new questions to be explored
  • advanced data-driven approaches to research

You should identify which fields of research the training within the CDT would be relevant to and where synergies may exist with other areas highlighted below, if relevant.


This priority area covers the development and deployment of AI in the understanding and management of health and disease. This includes the prevention, detection, and treatment of diseases through integration of multimodal data and across scales from molecular to populations. Using AI to support health, resilience and wellbeing through life is also within scope. Training may support the use of AI to generate:

  • new cellular, molecular, mechanistic or causal insight
  • understanding of emerging health threats
  • accelerating development of improved health interventions

CDT training is expected to be collaborative and multidisciplinary, open to clinical trainees and other technical specialists. Training should be framed within the responsible delivery of AI in a human health context, and will need to consider complexity, equity, deployment, reproducibility, and fiduciary responsibilities.

Environment and energy

This priority area covers AI to advance our understanding of the natural world and to address critical global environmental and energy challenges. Using AI to harness our rich, complex and diverse environmental data will enable us to understand, predict, evaluate and mitigate the issues of our changing climate. Optimising energy systems with AI and using AI to develop new energy technologies will affect a long-term reduction in carbon emissions.

CDT training will deliver skilled researchers who can tackle interdisciplinary problems such as:

  • weather and climate prediction
  • modelling greenhouse gas emissions
  • optimising use of energy and resources
  • anticipating extreme events due to natural hazards
  • understanding how behaviour change can address environmental challenges
  • understanding uncertainty and risk in environmental models

Owing to the complexity of planetary and energy systems student training should also encompass systems approaches and end-user collaboration.

Sustainable agriculture and food

The agrifood sector must:

  • adapt and build resilience to climate change
  • decarbonise to reach net zero targets
  • reverse biodiversity decline
  • improve animal welfare
  • combat disease threats

The sector must do this while also ensuring a sustainable supply of safe food and delivering positive nutritional, economic and environmental outcomes globally. CDT training will develop students with interdisciplinary AI expertise, including the ability to:

  • harness diverse data to deepen our understanding of soils, crops, aquaculture, farmed animals, supply chains, and consumer demand
  • generate novel insights across scales from lab to landscape
  • generate solutions relevant to real-world needs from industry, policy and other stakeholders across food systems from farm to fork
Defence and security

AI is specifically cited in the UK government’s Integrated Review as a priority technology for development to ensure the ongoing security and defence of the UK.

Applications of AI which can augment better human decision-making at pace, better population responses to threats, automatically detect system vulnerabilities and self-patch software or enhance operational efficiency at scale have the potential to completely change defence and security.

CDTs will deliver students with expertise in the design and use of AI technologies in the defence and security sectors. This includes how AI systems will be used and affect decision making, and the ability to implement solutions ethically and responsibly. You should show how graduates will get the experience necessary to develop AI within the defence and security sectors.

Creative industries

The use and influence of AI in the creative industries is growing, impacting on the development of an increasing range of subsectors. This spans content creation, content consumption and analysis of creative outputs. The spread of AI is further accelerating through digital convergence between sectors, for example, the application of game development techniques in filmmaking.

CDT training will develop researchers with interdisciplinary skills for careers in the creative sector. Students will also develop deep understanding of significant ethical implications and questions of consumer trust, as well as regulatory and legal issues related to the use of AI in these contexts.

Responsible and trustworthy AI

The expanding capabilities and range of applications of AI necessitate new research into responsible approaches to AI that are secure, safe, reliable and that operate in a way we understand, trust, and can investigate if they fail. Ensuring the safe and ethical adoption of AI technologies is vital to ensure that they deliver societal and economic benefits.

CDT training in this area will equip students with interdisciplinary expertise in the development and deployment of responsible and trustworthy AI technologies, including technical knowledge and sociotechnical aspects such as fairness, bias and ethics.

This is a research-focused priority area.

All CDTs will be expected to provide relevant training in responsible research and innovation relating to AI.

Cross-cutting themes

In addition to the priority areas applicants are encouraged to consider the following cross-cutting themes where appropriate. Applications involving cross-cutting themes should identify clear links with one or more of the priority areas, which sector or sectors the CDT will target, key industry or government partners, and the reciprocal benefits the partnerships will deliver.

AI for increasing business productivity

This theme addresses industry-oriented AI challenges, unlocking the potential of AI to boost innovation, competitiveness and economic activity. The capabilities of AI technology are mature enough for the economy to realise productivity gains, with adoption of AI being the last hurdle to make sure everyone benefits.

CDT training in this theme will ensure the UK has a new generation of researchers equipped with the skills needed by industry to facilitate responsible adoption and exploitation of AI.

Application of AI to government policy and public services

AI technologies have great potential to improve the effectiveness and efficiency of services to the public. By harnessing a range of data assets, it can also better enable data usage to inform policy and to prioritise what works, and for whom.

CDT training should result in students with an understanding of policy development and public services, who are also able to use AI techniques in this context, and who are familiar with datasets and challenges in their usage relevant to policymaking.

Responsible AI

Investing in CDTs in AI will train people across a spectrum, including:

  • those with a background in AI wishing to apply their skills to a wide range of disciplines and challenges
  • those who are from different disciplinary backgrounds, where AI could make a transformational contribution to that discipline or where that discipline could be brought to bear on the development of AI technology and approaches

CDTs should also consider the implications of AI into the intended domains, examining the legal, ethical and socio-economic consequences of potentially disruptive intelligent technologies before they are deployed.

Foundational AI

Proposals focused on the mathematical and computational foundations of AI without a clear application to one of the priority areas should have been submitted to the outline stage of EPSRC CDT funding opportunity. Applicants who were unclear about which funding opportunity is best suited to the vision for their CDT were advised seek guidance from UKRI.

UKRI reserves the right to move applications from this funding opportunity to the EPSRC CDT funding opportunity after the outline assessment, and vice versa, should an application better fit the scope of the other funding opportunity.

Key features of CDTs

It is expected that the minimum annual cohort size will be 10, though exceptions may be made where they can be fully justified due to the nature of the training.

The doctoral education delivered by the CDTs should provide:

  • the support for student cohorts on a four-year doctorate or equivalent, with a critical mass of supervisors (around 20 to 40) of internationally recognised research excellence and having a track record of doctoral supervision
  • a cohort approach to training through peer-to-peer learning both within and across cohorts. This cohort approach to training should be provided throughout the lifetime of student’s doctorate training programme
  • opportunities for significant, challenging and original research projects leading to the award of a doctoral level degree in accordance with a university’s standard regulations
  • doctoral projects that are designed in such a way that (barring exceptional circumstances) students are able to submit their thesis within their funded period
  • a formal, assessable programme of taught coursework, which should develop and enhance, for example, technical interdisciplinary knowledge such as software and data skills. Courses should also prepare students for future careers, providing trainings in areas such as management, entrepreneurship, commercialisation, responsible innovation and environmental sustainability
  • a significant commitment to and support for the training environment by the hosts and key partners including appropriate co-creation of the centre
  • opportunities for all students to gain experience beyond their doctoral projects
  • appropriate user and employer engagement in the research and training
  • a diverse and inclusive research environment to support people in achieving world-class research and career development
  • mechanisms by which students funded through other routes can benefit from the training experience offered by the centre, and for the centre to reach out to the broader research and user community

You should also consider the aspects listed in the enhanced training section below.


The design and management of CDTs should aim to support the graduation of students with research doctoral level qualifications. Centres can offer all students a PhD or professional doctoral award, for example EngD as appropriate to the individual student, the research project, and the benefit to their future career. Universities are free to choose the type of research doctoral qualification that is offered to students.

Centres may choose to offer all students the same type of qualification or a mixture. Some qualifications have their own requirements so centres must ensure that students are able to meet these criteria if these are to be offered. Centre bids will be assessed against the appropriateness of the training provision offered, not the choice of qualifications to be awarded.

Enhanced training

Responsible innovation

Students must receive training in responsible innovation taking into account the wider implications of research and innovation.

Find out more about responsible innovation.

Students should gain an appreciation of social responsibility, the consideration of ethics and inclusive user engagement as part of designing and conducting research. We would expect students to receive training in the general topic of responsible innovation as well as in issues more specific to the scientific areas relevant to the centre and their project.

Impact and translation

CDTs will support students to maximise the impact of the research they undertake, by providing them with an understanding of how research projects can be designed to include considerations of impact from the start.

Depending on the nature of the CDT, impact training may cover knowledge exchange and maximising academic, environmental, societal and economic impacts from research.

Students should understand the research and innovation lifecycle in which they are participating, including translation of research and consideration of end-use. Where appropriate, training should develop people who are able to work with and across industry sectors, and who can foster new innovative approaches.

In some areas, training could provide understanding of intellectual property, entrepreneurship and commercialisation. Others may require understanding of regulatory and policy considerations.

User engagement

UKRI encourages user engagement across the entirety of its doctoral training. The extent of that engagement varies according to the nature of the research and training and may also vary with the size of the company or user. We encourage all forms of user engagement and contributions where this is beneficial to the training provision. The appropriateness of the support offered will vary depending on both the area, sectors, and type of partner. This should be demonstrated and will be assessed based on the added value of the engagement, not its monetary value.

Wider training experience

Enabling UKRI sponsored research students to benefit from experience outside their home organisation can contribute to the wider training experience possible through a CDT. This can be in the form of, for example:

  • industrial experience
  • entrepreneurial training
  • public engagement activities
  • a period of time spent in an overseas academic collaborator’s laboratory
Facilities and research tools

To carry out AI research, researchers need to be able to access and use a wide range of equipment, facilities and e-infrastructure (software, digital research infrastructure and data).

CDT students will therefore need to be trained in how to use the essential tools for their research. Students should benefit from the environment and accessibility of infrastructure. Access to the necessary infrastructure is good evidence of the suitability of the bidding organisation or organisations as a host for the CDT.

If appropriate to their research, students should also have access to large facilities and national research facilities.

Find an EPSRC facility or resource.

It is not expected that centres create bespoke training courses in the use of essential research tools if access to existing courses is available. Funding for students to attend these courses should be included in applications.

UKRI expects applicants to liaise with the appropriate contacts throughout the development of their application to secure commitment from the facility or trainer. Centres requiring significant interactions with facilities should describe how they will ensure the students receive an excellent grounding in the experimental techniques for their research.

Computational and data-driven research

Students being trained through the UKRI AI CDTs will be using computational and data techniques in their projects, and some may have projects aimed specifically at software development.

It is essential that they are given appropriate training so that they can confidently undertake such research in a manner that represents high professional standards and good practice in software development, data management and ethical use of data. For example, to ensure reproducible research (this may need to include data protection and regulation).

Students should be trained in the principles of open data in accordance with the Concordat on Open Research Data. Centres should ensure research data gathered and generated by students is, wherever possible, made openly available for use by others.

Centres requiring students to undertake computational research should set out a programme of training, tailored to meet the needs of the centre students, and explain how this training will be provided. For students who are required to adapt, extend, or develop software as part of their research we expect them to receive training in relevant programming and software engineering skills, including working collaboratively on code, testing, automation, and revision control.

There is a significant amount of training available and centres should contact potential providers, as they may be able either to provide the training required, or to help with ‘training the trainers’ so that material can be delivered locally and at the most appropriate time.

A list of training courses is provided in the additional information guidance (PDF, 176KB).

Computational research training would be expected to include at least several of the following:

  • fundamentals of computing
  • basic data analysis and curation
  • numerical analysis and algorithm development
  • how to apply computational techniques and data analytics as research tools, in particular the design of experiments and the interpretation of results
  • targeted training in applying and using the standard codes for the particular research area of the CDT
  • matching problems with available and new hardware (desktop, cloud, high performance computing, graphics processing units) and scaling up beyond the desktop
Sub-contracting enhanced training provision

It is not expected that individual centres create bespoke training courses if access to appropriate courses is available through other providers. There may also be opportunities for funded centres to collaborate in designing training courses which are accessible across multiple CDTs, with the added value of creating networks of AI CDT students nationally.

Funding for students to attend such courses should be included in applications, costed appropriately based on conversations with providers, but ensuring robust, local procurement policies are followed.

UKRI expects applicants to liaise with the appropriate contacts throughout the development of their application to secure commitment from the facility or trainer.

Other research staff

UKRI recognises the importance of research software engineers and support staff in the development and deployment of AI technologies and ensuring that AI is developed in a way which is open and provides broad access to the technology in the public good.

As such, you should consider how you will embed the principle of software sustainability into training and research projects. In addition, you should consider where training packages may be available in the CDT which will support associated and aligned research software engineers, technicians and other support staff, or elsewhere in the academic or user training environment.

Funding available

Up to £117 million is available for this funding opportunity, subject to approval of a business case. Once indexation is applied to successful awards, we expect to support 10 to 15 CDTs. UKRI will fund 100% of the full economic cost.

Estates and indirect costs will not be funded on these awards.

The duration of award must be 102 months, with a start date between 1 April 2024 to 1 October 2024.

Costs that may be requested from UKRI

It is strongly expected that each centre supports a minimum of 50 students over five cohorts. Smaller cohorts may exceptionally be permitted where a strong rationale can be provided.

Studentship costs (fees, stipends and appropriate research training support) may be requested. It is strongly expected that additional support will be provided from non-UKRI sources to contribute to these costs. UKRI funding may be used flexibly but must support students at a minimum of 50% of their studentship costs. The Research Training Support Grant (RTSG) covers items such as travel and consumables.

Centre delivery, coordination (including between a centre and other parties if justified) and management staff costs can be requested. Costs associated with student supervision may not be included.

Start up costs should only be included where necessary and should not duplicate existing provision such as where existing centres already have necessary infrastructure in place.

All costs (including stipends and fees) requested in applications should be calculated at current rates with no addition made to consider inflation over the length of the funding period. UKRI will include this indexation at the final funding stage.

Costs should not be included to support students outside the CDT cohorts already supported by funding from other sources. Where a central cost is incurred by the CDT (for example in developing a new training course principally for the CDT students) these ‘aligned’ students may benefit from these.

Additional support or leverage

In recognition of the diversity of potential partners across UKRI’s remit, no minimum leverage requirement has been set for this funding opportunity. However, both cash and in-kind support from non-UKRI sources is strongly expected.

HM Treasury have set an expectation of UKRI achieving significant leverage for this investment, and that universities and their partners will work together to give the best outputs for the UK. As such, all CDTs will be expected to contribute to this to an extent that is appropriate for the scope of the centre. UKRI will work with CDTs to meet leverage expectations over the lifetime of the awards.

Typically, it is expected that leverage of UKRI funds will be achieved through support from the applying organisations or project partners. You may use additional support flexibly to contribute to studentship costs (stipends, fees and RTSG). For example, dedicating full support for some studentships each year, or spreading funding to partially support all the students.

Studentship costs

Studentship costs consist of three elements:

  • stipend
  • fee
  • appropriate RTSG

Get a studentship to fund your doctorate.

Tuition fees and stipend above the minimum rates published by UKRI may be requested. Any stipend enhancement should be fully justified in the context of the area of training and UK skills need, or the location of the student for example London weighting. Fees cannot be higher than the fee charged by the university for UK non-research council funded students on similar programmes. UKRI will not cover additional college fees.

If you are using the UKRI published rates then you should use the 2023 to 2024 rates without any allowance for inflation over the lifetime of the grant.

For more information on allowable costs, read the supplementary information in the ‘Supporting documents’ section of this page.


Equipment over £10,000 in value (including VAT) is not available through this funding opportunity. At the full proposal stage, smaller items of equipment (individually under £10,000) should be included in the ‘directly incurred – other costs’ heading.

Where possible researchers are asked to make use of existing facilities and equipment, including those hosted at other organisations.

Investigators and supervision

The investigators named on the Joint Electronic Submission (Je-S) system application form should represent the core management team of the centre. We would generally expect no more than 10 investigators to be named.

A strong justification will need to be provided for a larger core management team. Any requested funding for investigator time should reflect commitments to centre delivery and should not include individual student supervision related to research projects.

In order to maintain a cohort of this size, it is necessary to have access to a suitable pool of potential supervisors. Experience of current centres demonstrates a need for 20 to 40 supervisors, the majority of whom should have internationally recognised research excellence and a track record of doctoral supervision.

Applications will need to provide evidence of a suitable pool of potential supervisors, taking into account the interdisciplinary focus of the CDT and wider considerations such as equality, diversity and inclusion. You should not record supervisors on the Je-S application form.

Stakeholder collaboration

Due to the scale of these awards, significant collaboration and leverage (cash or in-kind) will be expected from project partners (for example, business, public sector, third sector). This may include models such as funding studentships, industrial placements, co-created workshops.

We expect collaborations to build a mutually beneficial two-way relationship based on:

  • expertise
  • career development opportunities for students
  • increased depth of understanding of sector by students
  • regional strengths
  • infrastructures

To ensure the awards are inclusive of a variety of approaches and research fields, no specific leverage expectations are being set for this funding opportunity.

Clear plans for engaging with new and existing collaborators over the duration of the CDT should be detailed in the case for support.

Involvement of The Alan Turing Institute

As the UK’s national institute for AI and data science The Alan Turing Institute is well positioned to engage with the UKRI AI CDTs. They will be taking a neutral stance towards all applicants as they intend to work openly and proactively with all successful UKRI AI CDTs. This means they will not be offering specific support to individual centres, for example acting as project partners on any UKRI AI CDT application. They will not offer letters of support to any proposed centres.

Successful CDTs will be brought together after awards are made to discuss opportunities to engage with The Alan Turing Institute but engagement will not be mandated.

This does not affect subcontracts or those centres wishing to cost in training courses delivered by the institute as part of their normal procurement processes.

Find out more about The Alan Turing Institute.

International involvement

We welcome applications which include elements of international engagement where they add value to the proposed centre. Support requested might include travel, subsistence and consumable costs for UK-based students undertaking training or research visits to overseas centres of excellence, or for leading researchers to visit the UK to contribute to the students’ training experience.

Where a formal, joint training partnership is proposed, the UK component must be able to stand on its own merits. Students registered at international institutions will not count towards the minimum cohorts.

Applicants planning to include international collaborators on their proposal should visit trusted research and innovation for guidance on getting the most out of international collaboration while protecting intellectual property, sensitive research and personal information. Centres will be expected to engage with the relevant regulatory bodies where concerns may arise under the National Security and Investment Act.

Find out more about UKRI’s work around international engagement and partnerships.


The UKRI-RCN Money Follow Cooperation Agreement does not apply to this funding opportunity. As such CDT grants cannot include a Norway-based co-Investigator.

Inclusive research culture

The people and culture within the research and innovation community are essential to driving the creative and dynamic system that supports its success. A positive culture benefits not only researchers and innovators but the entire ecosystem that supports them. UKRI recognises this and aims to foster a system where everyone is valued and appreciated, creating an environment where everyone can flourish.

To ensure that everyone employed by or connected to the CDT can be part of a positive culture, prospective CDTs should reflect on how they will create, develop and embed a positive culture in which everyone can flourish. This can be achieved, for example, by:

  • promoting open communication, collaboration, and diverse perspectives
  • providing professional development opportunities to all staff
  • fostering a culture of respect and inclusivity
  • engaging with the broader research and innovation ecosystem
  • advocating for policies that support a positive research and innovation culture

It is expected that centres’ independent advice streams will help monitor the success of approaches to foster this culture and help to disseminate it across the broader research landscape.

UKRI research and innovation culture.

Equality, diversity and inclusion (EDI)

UKRI aims to support a diverse and inclusive research environment where there is equal access to opportunities.

We are committed to supporting through our investments a diverse range of flexible approaches to ensure we support the diverse needs, backgrounds and potential careers of doctoral students as well as the requirements of the research and innovation communities.

UKRI EDI strategy and action plans

UKRI people and teams action plan

It is therefore a requirement of all UKRI AI CDTs that EDI best practices are embedded into all aspects of the of the doctoral recruitment and training process throughout the lifetime of a training grant including:

  • improved access and diversity of entry points to doctorial education
  • project design, advertisement and applicant support
  • applicant shortlisting and interviews
  • management, training, supervision and tailored student support
  • flexible working patterns to accommodate different needs
  • support systems to protect the physical and mental health and wellbeing of students
  • monitoring and evaluation

Read the EDI expectations guide to help you identify and overcome local barriers and to be used alongside other toolkits provided by organisations and your local institution.

Applications that support job shares, part-time contracts and flexible working arrangements for CDT staff, academics and students are welcomed. Part-time students must undertake study for a minimum of 50% full time equivalent.

Management and governance

Centres will be expected to have management and governance arrangements appropriate for the running and oversight of a large, complex investment. They will be required to have routes for receiving advice, which is independent from the organisations involved, both the academic institutions and project partners.

Cohort engagement

Successful CDTs will be expected to work together as a cohort to share best practice, maximise the value of the investment, and engage with other key actors in the UK research and innovation landscape. This may include subsets of the CDTs where appropriate.

Environmental sustainability

UKRI’s environmental sustainability strategy lays out our ambition to actively lead environmental sustainability across all our investments. CDTs must also seek opportunities to influence others and leave a legacy of environmental sustainability within the broader operations of their academic and industry partners.

How to apply

This funding opportunity comprises of outline and full proposal stages. The deadline for outline applications was 23 February 2023 at 4.00pm

Full proposal stage

Only applicants who were successful at the outline stage of this funding opportunity will be invited to submit a full proposal. All other applications will be rejected.

A full case should be developed based on the successful outline proposal and any relevant feedback. Changes which enhance the proposal while keeping it within the original centre scope described in the outline proposal are permitted.

UKRI will not limit any changes to costs between outline and full proposal stage to 10%, however applicants may be asked for justification if the change in costs exceeds this.

Additional project partners may be added between outline and full proposal stages. UKRI strongly encourages applicants to participate in the Meeting Mojo set up to facilitate engagement between proposed CDTs and potential partners. Details will be shared directly with applicants.

There should not be other substantive changes from the centre described at the outline stage.

Submitting your application

You must apply using the Je-S system.

Before starting an application, you will need to log in or create an account in Je-S.

All investigators involved in the project need to be registered on Je-S. Any investigators who do not have a Je-S account must register for one at least seven working days before the opportunity deadline.

You can find advice on completing your application in the Je-S handbook.

Only one Joint Electronic Submission (Je-S) system application will be accepted per CDT proposal, including for multi-organisation proposals. The Je-S application must be submitted by the lead eligible organisation.

We recommend you start your application early.

Your host organisation will also be able to provide advice and guidance.

When applying:

  • select ‘documents’, then ‘new document’
  • select ‘call search’
  • to find the opportunity, search for: UKRI Centres for Doctoral Training in Artificial Intelligence

This will populate:

  • council: EPSRC
  • document type: Standard Proposal
  • scheme: Centre for Doctoral Training
  • call/type/mode: UKRI Centres for Doctoral Training in Artificial Intelligence 2023 full proposal

You can save completed details in Je-S at any time and return to continue your application later.

Once you have completed your application, make sure you ‘submit document’.


UKRI must receive your application by 13 July 2023 at 4:00pm UK time.

You will not be able to apply after this time.

Your host organisation’s administration is required to complete the submission process. You should allow sufficient time for your organisation’s submission process between submitting your proposal to them and the funding opportunity closing date. You should ensure you are aware of and follow any internal institutional deadlines that may be in place.

Full proposal Je-S form

On the Je-S application form, you should ensure that:

  • the names of centres must be prefixed by ‘UKRI AI Centre for Doctoral Training in’
  • the summary section should contain an overview of the research area of the centre, the need for the researchers that the centre will produce, and the approach that will be taken in a clear concise fashion appropriate for a scientific generalist. This section that is published on Grants on the Web and Gateway to Research should the centre be successful
  • all other Je-S sections should also be completed, including project partner information and the ethical information section
  • the duration of the grant should be 102 months (8.5 years) to cover a maximum of five cohorts of four-year studentships plus six months preparation time
  • the start date for the grant may not be earlier than 1 April 2024 and no later than 1 October 2024
  • under the related grants section please include the grant reference number (EP/Y……../1) of the successful outline application
  • in the summary of resources required for project section, place a 0 in the ‘directly incurred’, ‘directly allocated’ and ‘indirect costs’ and put the total requested from UKRI under ‘exceptions’
  • Je-S funding tables:
    • details of how to complete the Je-S funding tables is available in the supplementary information document in the Supporting documents section of this page
    • total contributions from project partners should be completed with breakdowns for in-kind and cash contributions as appropriate. In-kind contributions should be quantified (not £1 or £0) and must match the value in the letter of support
    • only the core centre management staff (for example, Director and Deputy Director or Manager) should be listed on the Je-S form. Details on the potential pool of supervisors should be included in the case for support, not the Je-S form:
      • ideally no more than 10 investigators should be named. A strong justification will need to be provided for a larger core management team
      • any requested funding for investigator time should reflect commitments to centre delivery and should not include individual student supervision related to research projects
      • CVs should not be included

Full proposal attachments

All attachments must be completed in single-spaced typescript in Arial 11 or other sans serif typeface of equivalent size, with margins of at least 2cm. Arial narrow and Calibri are not allowable font types.

Text in embedded diagrams or pictures, numerical formulae or references can be smaller, as long as it is legible. Text in tables and figure labels not within embedded diagrams or pictures should be at least 11 point.

We recommend that all attachments are uploaded into Je-S as Adobe Acrobat files (PDF) as uploading word documents can result in layout changes to the document. Also, as Je-S does not support all Microsoft Office Word font types, unsupported fonts will be replaced, possibly resulting in layout changes to the document.

Please be aware that converting to PDF can alter the formatting and result in layout changes, for example, converting from LaTeX to PDF can add small serifs or alter font size. You should ensure documents converted to PDF still meet the formatting guidelines outlined prior to submission.

UKRI will reject before peer review all proposals which do not conform to these formatting rules, with no exceptions made.

It is imperative that the document type indicated is used. The ‘Other document’ should not be used unless explicitly invited to do so. Using the incorrect attachment type could result in a return of your application, delaying assessment, or in evidence not being visible and considered by peer review. For the latter, proposals will not be re-assessed should this occur.

Your application must include the following attachments:

Cover letter

This attachment should be no more than one side of A4 and uploaded to Je-S as document type ‘proposal cover letter’. This letter will only be seen by UKRI and will not be shared with external parties. The letter should:

  • indicate which priority area or areas the application is applying against
  • highlight anything that has been discussed and agreed with UKRI staff beforehand
  • highlight any potential conflicts of interest which may not be clear from the proposal

Applicants may use the cover letter to express any other information they feel is relevant to their application. Please inform UKRI of any personal circumstances that may need to be considered in advance of the interview.

Full proposal case for support

This attachment should be no more than 10 sides of A4 and uploaded to Je-S as document type ‘case for support’. The case for support should cover all aspects of the assessment criteria. We suggest using the following section headings:

  • track record of applicants
  • vision and scope of the centre
  • strategic fit of the centre
  • research training environment
  • student training experience
  • inclusive research culture
  • management and governance
  • environmental sustainability

There is no restriction on the lengths of sections, applicants should use the available 10 pages to make the best case possible for the proposed centre.

All of the full proposal stage assessment criteria should be addressed by the case for support. The level of detail included should take account of additional documentation requirements specifically focused upon certain criteria. The case for support must clearly:

  • describe the scientific scope of the centre
  • provide sufficient detail of the proposed CDT model
  • reflect the ‘key features of CDTs’ listed in the ‘What we’re looking for’ section
  • detail the activities and mechanisms that will be employed by the centre to help realise the potential economic and societal impacts of the full range of activities undertaken

Details of the training courses and environment, and details of the potential pool of supervisors should be included within this page limit.

Equality, diversity and inclusion strategy

This attachment should be no more than two sides of A4 and uploaded to Je-S as document type ‘additional document’.

This should detail the strategy the centre will employ to embed equality, diversity and inclusion principles throughout the programme, to support its staff, students, and wider community.

Approach to responsible AI

This attachment should be no more than one side of A4 and uploaded to Je-S as document type ‘additional document’.

This should detail how you will provide students with training in responsible AI. This could include, but is not limited to, training on how to consider the following in the design and implementation of AI technologies:

  • fairness
  • inclusivity
  • privacy
  • reliability
  • transparency
  • accountability

UKRI would expect that all students trained through this programme would have a strong grounding in responsible AI considerations.

This is distinct from the priority area on responsible and trustworthy AI, which is focused on research into responsible AI.

Supplementary information form

This attachment should be no more than one side of A4 and uploaded to Je-S as document type ‘additional document’.

In addition to the funding table on the Je-S application form, you should also complete a financial statement using the template provided as described in the supplementary information in the Supporting documents section of this page. A single supplementary information form for the CDT must be included as it provides a greater level of cost information, capturing the direct costs of the students and the centre beyond the costs UKRI will contribute.

An Excel copy of the completed supplementary information form should also be emailed to with the subject ‘Supplementary information form for UKRI AI CDT full proposal EP/Y……/1’ by 14 July 2023 at 4:00pm UK time.

Justification of resources (JoR)

This attachment should be no more than two sides of A4 and uploaded to Je-S as document type ‘justification of resources’.

This should explain why the resources you are requesting are required, in order to help assessors make an informed judgement about whether the resources requested are appropriate for delivering the training described in the application.

Statement of support from the host organisation(s)

This attachment should be no more than three pages per organisation, one statement is permitted per applicant organisation. These should be uploaded to Je-S as document type ‘host organisational statement’.

Letters should be signed, dated within six months of the full proposal stage closing date, and on headed paper. It should include:

  • the alignment to the institution’s strategy and evidence of strategic investment by the institution in the priority area
  • confirmation of the underwriting of leverage from project partners to ensure successful delivery of the centre
  • the organisation’s commitment to the centre for the lifetime of the award and beyond; this should reference the provision of appropriate and timely support for the principal investigator from core university functions essential to its operation but not directly funded by the CDT, for example contracts, finance, postgraduate admissions office
  • details on how the centre will approach supporting a diverse population of students
  • the signatory should hold a sufficiently senior position to authorise the commitments detailed on behalf of the organisation
  • organisations invited to submit multiple bids must provide a common additional statement detailing the management approaches they will put in place to coordinate or support all the centres, should multiple bids be successful, and how they will share best practice and get best value from the multiple centres at their organisation

Multiple documents can be uploaded as this document type but only letters from the applicant organisations will be accepted.

Statement(s) of support from all project partner(s)

This attachment should be uploaded to Je-S as document type ‘project partner letter of support’. Only one document should be uploaded per project partner, this may be up to two pages per statement.

A statement of support should be included from each project partner (or cluster of users if this is more appropriate) involved in the co-creation and co-design of the centre to:

  • explain how their involvement enhances the quality of the centre and the training provided, and where appropriate, how they are engaged in current doctoral training provision
  • outline the benefits the project partner hopes to achieve from participating in the centre
  • demonstrate how the partner’s involvement will take place and detail how they have been involved in the development of the bid
  • include an indication of the level and nature of resource they are willing to put into the centre (this should reflect the in-kind and cash contributions detailed on the Je-S application form)
  • all statements of support should be signed, dated within six months of the full proposal stage closing date, and on letter headed paper
  • the signatory should hold a sufficiently senior position to authorise the commitments detailed on behalf of the organisation

Only statements of support from partners specifically contributing to the centre in some way should be included. Letters expressing general support for an area or the centre will not be accepted.

We do not require letters confirming membership of a CDT advisory board.

Where a partner cannot be formally recorded as a project partner due to financially benefitting from the grant, the specific contributions of these partners can be captured using the ‘letter of support’ document type. A maximum of three such letters are allowed.

For more information on project partner letters please see the ‘Guidance for project partners’ section.

Facilities technical assessment

This attachment is optional. It should be uploaded to Je-S as document type ‘technical assessment’.

For facilities listed on Je-S where access costs or time units are being sought, the facility must provide a technical assessment reflecting these costs or time allocation. Costs for this access will be provided directly to the facility.

For STFC large-scale facilities including, CLF, Diamond, ESRF, ILL and ISIS, which are free at the point of access, enter ‘0’ for cost, units and proposed usage (a technical assessment is not needed in these cases).

For facilities not listed, costs can be included in the training grant cost headings and detailed in the justification of resources. The grant holder will be responsible for paying the facility. A letter of support (‘letter of support’ attachment type) from the facility should be included in the application reflecting the costs requested. They should not be recorded as a project partner.

For the National Research Facilities (with the exception of the National Epitaxy Facility), please do not select the facility from the list on Je-S as the access costs will not be provided directly to the facility. Include costs in the training grant heading as for non-listed facilities and include a ‘letter of support’ as described above.

Find an EPSRC facility or resource.

Full proposal costings

UKRI will support eligible costs at 100%. Estate and indirect costs will not be funded on these awards.

All costs (including stipends and fees) should be calculated at current rates with no inflation over the grant duration included. UKRI will apply an indexation rate to successful applications when issuing awards.

For guidance on costing CDTs at the full proposal stage please see the supplementary information in the Supporting documents section of this page.

Ethical information

UKRI will not fund a project if it believes that there are ethical concerns that have been overlooked or not appropriately accounted for. All relevant parts of the ‘ethical information’ section must be completed.

Guidance on completing ethical information on the Je-S form.

Guidance for project partners

Full proposal stage

All project partners should provide a statement of support of up to two pages to accompany the centre application documentation submitted through Je-S. This should provide details of the commitments and partnership arrangements between the partner and the specific CDT. The value of commitments stated on the applicant’s Je-S application form should be reflected in the statement pf support from the partner.

Statements of support from partners can provide valuable evidence to assessors of the value of a CDT and the skills developed to the long-term prosperity of the UK. It also adds to the evidence in the rest of the application demonstrating how the CDT addresses the assessment criteria. Partners are encouraged to consider what evidence they can provide to aid the CDT application, including information about:

  • the importance of the area to the partner as well as to the nation
  • the national, doctoral-level skills requirements relevant to the topic of the centre
  • the importance of the training being provided by this specific centre and of this centre’s specific approach to delivering this training
  • the requirements and ability of the relevant sector, industry or users to absorb the number of graduates expected to leave the centre
  • how the involvement and commitments of the partner will enhance the training of student cohort (and individual students as appropriate)

There are several ways partners can engage with centres, including direct cash offerings to a centre, and other, indirect (in-kind) contributions. Examples include, but are not limited to:

  • helping to shape the centre vision, training approach or both
  • site visits
  • lecturing
  • student supervision
  • responsible innovation training or awareness
  • summer schools
  • facility access
  • equipment loans or donations
  • studentship funding

Occasionally a partner cannot be formally recorded as a project partner as they will financially benefit from the grant. For example an overseas organisation receiving bench or tuition fees as part of hosting a student. In these cases a ‘letter of support’ can be provided (a maximum of three of these can be provided) instead of a ‘project partner letter of support’. However, we would expect the content of such letters to be as described above.

If you commit to being a project partner at application stage on more than one proposal and those CDTs are successful then it is expected that all partnerships will be committed to.

How we will assess your application

Assessment process

A two-stage assessment process will be used. The assessment of individual applications and the balance of the training landscape across the AI area will be taken into account when making decisions at both the outline and final stage.

Stage one: outline proposals

Outline applications were assessed by expert panel on 25 to 26 April 2023. Members were drawn from the academic, training management, and user base within the UK. Applications were assessed against the following criteria:

  • fit to call
  • centre management and pastoral care
  • student training experience

Successful applicants have been invited to submit a full application. When deciding which applications should progress, UKRI considered the balance of proposals across the breadth of the priority areas in addition to the assessment of the individual proposal.

A list of outlines which have been invited to submit full proposals will be published to facilitate engagement by additional potential partners during preparation of the full proposal. Principal investigator name, CDT title and the Joint Electronic Submission (Je-S) system summary will be published.

UKRI reserves the right to move applications from this funding opportunity to EPSRC CDT funding opportunity after the outline assessment, and vice versa, should an application better fit the scope of the other funding opportunity.

Stage two: invited full proposal

Full proposals will be assessed by a single bespoke process involving a pre-interview expert panel followed by expert interview panels in September 2023. All panels will comprise of members with a range of backgrounds and expertise appropriate for the proposals being considered.

There will be no postal peer review stage.

Panels will assess proposals against the full proposal assessment criteria detailed below. Full details of the process will be shared with applicants who are successful at the outline stage.

The pre-interview panel meeting will take place in the week commencing 4 September 2023. This panel will consider the submitted proposals and provide applicants with comments to feed into the interview panels.

Interview panels will take place on 20 September 2023 to 21 September 2023. These are likely to be held virtually; however full logistical details and guidance for applicants will be provided to principal investigators in advance.

The assessment of a proposal by the pre-interview panel and interview panel will be combined. Based on the strength of evidence provided against the assessment criteria the proposal will be positioned on a rank ordered list for each interview panel. Once the ranking has been finalised, the panel will be asked to separate the ranked list into several bands (groupings which represent proposals of a similar quality). Proposals will be tensioned across the various interview panel meeting lists to ensure panel outcomes are of similar quality.

When making funding decisions UKRI will consider the balance of proposals across the breadth of the priority areas in addition to the assessment of the individual proposal. Outcomes of the interviews will be announced in autumn 2023.

Assessment criteria

Outline proposals

Outline applications were assessed against the following criteria (these were equally weighted):

  • fit to call:
    • centre vision and alignment with priority areas
    • plans for delivering the vision, including appropriateness of research environment to enable this
    • appropriateness of the skills of the CDT students at the end of their training
    • national need for students trained in area proposed
  • centre management and pastoral care:
    • ability of the applicant team to deliver the CDT
    • diversity of the applicant team, including career stage and background. This includes non-academic team members
    • student supervisory capacity of the host and partner organisations
  • student training experience:
    • approach to cohort training and added value of CDT
    • plans for contributions by partners to student training
    • preparation for diverse and flexible career paths

Full proposals

Full proposals will be assessed against the following criteria which are equally weighted:

Quality of the student training experience

This includes the approach to:

  • developing and maintaining the cohort-based training approach, and the benefits derived
  • the assessable programme of coursework, including catering to students from different disciplines or sectors, and embedding multidisciplinary ways of working
  • responsible research and innovation training
  • support for the personal and professional development of students for a diverse range of future careers, including multidisciplinary
Research training environment

This includes:

  • critical mass of research activity related to the scope of the centre, including a critical mass of doctoral supervisors and supervisory teams
  • track record of applicant team and an appropriate balance of research expertise and engagement of supervisors
  • access to appropriate research facilities
  • partnerships and plans for engagement and collaboration with wider stakeholders, including end users
Added value

This includes:

  • vision and effectiveness of the CDT to develop skilled people in identified priority areas
  • contribution of the CDT to enhancing UK skills capability and meeting the future needs for the research and innovation workforce, including to address relevant strategies regionally or nationally
  • how the centre will act to fulfil a leadership role, convening relevant stakeholders and engaging within the research and innovation landscape to maximise its impact
Inclusive research culture

This includes the approach to:

  • creating a positive research culture through recognising a diversity of talents, skills, and outputs, and embracing team science as the way of working
  • equality, diversity and inclusion, for all those involved in the CDT (for example students, management, supervisors, partners) and in key areas such as recruitment and progression
  • student supervision, mentoring and wellbeing
  • career development of all staff involved in the CDT, including centre management and student supervisors, both academic and industrial
Resources and management

This includes:

  • ability of the team to lead and manage a large, complex investment including strategic planning, organisation and operational support to ensure effective running of the centre
  • effectiveness of the management strategy to support student training across a broad range of environments, topics or both, monitor student progress and performance, and link to the institution’s governance and quality assurance procedures
  • quality of the plans for the independent advisory structure(s) and the effectiveness of their role(s) in overseeing and advising the centre, and supporting the management team to adapt the CDT as needed in a changing research landscape
  • value for money of UKRI investment, and plans for generating additional leverage from a variety of stakeholders
  • approach to continued monitoring of performance of the CDT, including gathering feedback and identifying ways to strengthen performance against key indicators of success


Outline stage

Only where directed to do so by the outline panel were successful applicants given feedback specific to their application. We were not be able to provide feedback to unsuccessful applicants of the outline stage.

Full proposal stage

Feedback will be provided by the interview panel. This will accompany results notifications where possible.


The content of applications will only be shared with UKRI staff and peer reviewers.

Outcomes of both outline sift and full proposal interview panels will be shared through EPSRC’s public facing investment information systems such as the Grants on the Web (GoW) database and UKRI’s Gateway to Research. Information is published on GoW shortly after the panel meeting.

Outline stage

GoW will display the results of the individual outline panels. The only information that will be published on GoW is the number of full proposals that have been invited, and the number that were declined.

In addition to GoW, for successful outline proposals the named investigator, organisation, and Je-S summary section information will be published to facilitate engagement with potential additional partners. Other application content and assessment material will be confidential.

Full proposal stage

GoW will display the results of the individual interview panels. The rank order list information will be published.

For successful full proposals, the summary, organisation, project partner, and named investigator information will be shared. Other application content and assessment material will be confidential.

For unsuccessful proposals, the only information that will be shared is the grant reference number and its rank. The content and assessment of unsuccessful proposals will be confidential, including details of the organisations and applicants involved.

If a proposal is rejected prior to the panel meeting no information will be published on GoW.

Where the panel requests for an applicant to receive feedback, this will only be shared with the applicants and the lead organisation.

Read UKRI’s privacy notice.

Contact details

Get help with developing your proposal

For help and advice on costings and writing your proposal please contact your research office in the first instance, allowing sufficient time for your organisation’s submission process.

Ask about this funding opportunity


Get help with applying through Je-S



01793 444164

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Additional info


In the UK, the significant growth in the capabilities and applications of AI technologies has led to their exploitation and use across a broad range of sectors including:

  • health
  • finance
  • security
  • defence
  • life sciences
  • transport
  • communications
  • manufacturing

The strength and importance of this sector in the UK has been recognised in a number of government commissioned reports and review, including:

The government has taken steps to act on the recommendations in these reviews through the 2018 AI Sector Deal, and the publication of the National AI Strategy. As identified by many, if not all, of these reports and strategies, there is intense global competition for advanced skills to develop AI.

The need for skills training in AI is not limited to training individuals who have the high level computational and mathematical skills to develop new technical approaches, but also to training cross-disciplinary experts who can understand the applications of this technology and work to employ it effectively and safely across a wide range of sectors.

This further investment in AI CDTs builds upon the 16 existing centres funded in 2019. The centres will cover the breadth of AI and its application, bringing novel AI development together with strong domain knowledge.

Through this funding opportunity UKRI will support centres of excellence in research training.

These centres will deliver the next generation of internationally excellent doctoral researchers in AI to meet the needs of academia, industry and other employers. We aim to:

  • fund a balanced portfolio of CDTs that are aligned to identified skills needs for the UK in AI
  • produce highly skilled and talented researchers, and future leaders, by funding world leading innovative centres that are aligned to major research strengths
  • support high quality doctoral research training environments led by robust leadership teams to train internationally competitive doctoral students through a cohort training approach
  • deliver student training activities which enable students to gain broader skills than other doctoral training routes may provide
  • address user skill needs by actively engaging and co-creating training provision with the UK’s strong industrial and user base
  • increase diversity within the field of AI by training a diverse cohort of the next generation of AI researchers

In particular we seek to:

  • ensure a forward-looking, ambitious portfolio of AI research training which makes a positive difference for the UK
  • protect the UK’s long-term AI capability and foster an expansion of multidisciplinary research
  • secure leverage in order to maximise the benefit of public funds
  • train the next generation of UK leaders for industry, research organisations and elsewhere

Through continuing to invest in increased numbers of highly trained skilled people in AI this investment aligns strongly with the UKRI strategy 2022 to 2027, where AI is highlighted as a priority area in securing UK strategic advantage in outcomes and impacts, and a commitment to support delivery of key sector strategies such as the UK government AI Strategy.

In particular, this will be achieved through:

  • supporting interdisciplinary skills and capacity
  • providing new ideas that are critical to address complex challenges
  • increasing the power of research through collaboration and partnership
  • delivering research excellence
  • utilising state of the art infrastructure within the university sector and relevant institutes

CDTs are one of numerous routes by which UKRI supports doctoral training. CDTs are complementary to other routes and we anticipate that much of the need for doctoral students will continue to be met by, for example, doctoral training partnerships.

Responsible innovation and trusted research

UKRI is fully committed to develop and promote responsible innovation. Research has the ability to not only produce understanding, knowledge and value, but also unintended consequences, questions, ethical dilemmas and, at times, unexpected social transformations.

We recognise that we have a duty of care to promote approaches to responsible innovation that will initiate ongoing reflection about the potential ethical and societal implications of the research that we sponsor and to encourage our research community to do likewise.

The CDTs will be required to embed principles of responsible innovation and those of trusted research throughout their activities. They will be expected to engage with the relevant regulatory bodies where concerns may arise under the National Security and Investment Act. Aspects of bias, privacy, security and ethics should be considered where appropriate.

Grant additional conditions

Grants will be awarded under the standard UKRI terms and conditions for training funding.

UKRI reserves the right to modify or include additional conditions before grants are awarded.

Grant additional conditions will include but are not limited to:

  • naming, branding and publicity
  • project officer appointment
  • advisory board appointment
  • management structure
  • project review
  • progress reports
  • collaboration agreements
  • part-time students
  • cohort engagement


Outline stage webinar

UKRI held a webinar to support the outline stage of this funding opportunity on 13 January 2023.

View the January webinar slides (PDF, 814KB).

Read the January webinar outputs (PDF, 194KB).

Watch the January webinar recording.

Full proposal webinar

A webinar was held on Friday 19 May 2023 for applicants to invited to submit full proposals to this funding opportunity.

Details of registering for the webinar can also be removed from the alert box at the top of the page.

View the May webinar slides (PDF, 397KB)

Read the May webinar outputs (PDF, 203KB)

Supporting documents

Applicants should read the supplementary information and submit a completed supplementary information table on Je-S with their full proposal.

Supplementary information guidance (PDF, 247KB)

Supplementary information table template (XLSX, 30KB)

Equality impact assessment (DOCX, 72KB)


  • 17 May 2023
    Supporting documents added to Additional information section

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