Open Scholarship of Teaching and Learning

Current Issue

Vol. 5 No. 2 (2026)

Published September 10, 2026

Articles

Professor Chrissi Nerantzi, John Palfreyman, Maria Pavlopoulou

A reflective conversation on assessment in the age of generative AI using the traffic light framework at the University of Leeds

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Xinxing Wu

Designing singing syllabi with virtual avatars: AI-assisted syllabus reauthoring

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Angelos Rodafinos

Large Language Model–assisted curriculum audit in psychology: A prompt-based method

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David Hamilton, Joshua March

Mathematics, misconceptions, and mental blocks: A thematic analysis of statistics anxiety in university psychology students

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Stephanie McDonald, Gary Saunders, Ellie Kennedy, Alexander Tansell

Inclusive assessment design in the age of GenAI: Advancing pedagogy and practice

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Dr Kevin Ralston, Dr Victoria Gorton, Professor Vernon Gayle

Gender, social science and statistics anxiety: Is statistics anxiety holding women social scientists back?

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Gennadii Miroshnikov

Creating the conditions for professional services scholarship at a Russell Group university: A critically reflective account of staff development, mentoring and systems thinking

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Bert Carlstrom

Developing an engaged relational pedagogy of shared reading

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S.M.H.F. van Kuppeveld, E.A.M. Pelgrim, M.V.C. Wolfensberger, P.P.J.L. Verkoeijen

Socially shared regulation in transdisciplinary learning environments: Challenges, actions and influencing conditions

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Andjela H. Kaur, Jennifer Jarson

An open pedagogy partnership to challenge the hidden curriculum in an undergraduate research classroom

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oSoTL is an open access and open peer review journal for the Scholarship of Teaching and Learning. The ethos of the journal is collegiality and open scholarship, with the aim to make submissions as accessible as possible. The journal is indexed in Google Scholar and in WorldCat.

Please see our Submissions page for more information on how to submit your work to oSoTL.