Open Scholarship of Teaching and Learning

Поточний номер

Том 5 № 2 (2026)
Опубліковано вересень 10, 2026

Articles

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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Kevin Ralston, Victoria Gorton, 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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Sascha van Kuppeveld, Els Pelgrim, Marca Wolfensberger, Peter Verkoeijen
Socially shared regulation in transdisciplinary learning environments: Challenges, actions and influencing conditions
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Andjela 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.