Reviewer acknowledgements:
oSoTL 5(2)

Warmest thanks to our reviewers, without whom oSoTL would not be able to exist to disseminate the valuable scholarship of teaching and learning outputs in this issue:

Gwen Brekelmans, Queen Mary University of London, UK (https://orcid.org/0000-0002-8976-6808)

Helen Dring-Turner, University of Salford, UK (https://orcid.org/0000-0002-1279-7235)

Noha Ehssan Mohamed, University of Glasgow, UK (https://orcid.org/0009-0005-6171-9275)

Jennifer Farrar, University of Glasgow (https://orcid.org/0000-0002-7128-6355)

Sharon Greenwood, University of Glasgow, UK (https://orcid.org/0000-0003-4143-4430)

Nicholas Labrosse, University of Glasgow (https://orcid.org/0000-0002-4638-157X)

Niccole Pamphilis, University of Glasgow, Glasgow, UK

Donald Reid, University of Glasgow, UK (https://orcid.org/0000-0002-6429-6328)

Julie Scott James, Manchester Metropolitan University, UK (https://orcid.org/0000-0003-1727-2072)

Abbi Shaw, UCL, UK (https://orcid.org/0009-0002-5592-3331)

Louise Sheridan, University of Glasgow (https://orcid.org/0000-0001-8453-2466)

Katie Stripe, Imperial College London, UK (https://orcid.org/0009-0002-3992-0819)

Peter Swift, Durham University, UK (https://orcid.org/0000-0003-2131-727X)

Lisa Wakefield, University of Leicester (https://orcid.org/0000-0002-1790-6293)

Brenda Yuen, National University of Singapore, Singapore (https://orcid.org/0000-0002-7071-3802)

Thanks again, from Matthew Barr, Mark Charters, Vicki Dale and Nathalie Tasler