Vol. 5 No. 2 (2026)

Published September 10, 2026

Autumn 2026

Articles

Matthew Barr, Vicki Dale, Mark Charters, Nathalie Tasler

Editorial: oSoTL 5(2)

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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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Abbie Cairns

Shifting Constellations: The impact of community participation in sustaining professional identities of artist and teacher-educator

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Matthew Barr, Mark Charters, Vicki Dale, Nathalie Tasler

Reviewer acknowledgements: oSoTL 5(2)

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