No. 38 (2025)

• Editorial

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Papers

• Exploring AI-generated output through assessment in a university setting: a case study

  Richard Baylis; Lukas Helikum (Corresponding Author); Sarah Jones

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• Identifying typical academic language and learning development practitioner roles and specialisms: an international taxonomy

  Steve Briggs (Corresponding Author); Ralitsa Kantcheva

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• An empirical analysis of the integration of education for sustainable development in higher education curricula in Botswana

  Tebogo Magang (Corresponding Author); Tinotenda Douglas Hwara, Ayodeji Michael Obadire, Jerald Hondonga

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• Whose feedback matters? Exploring human and AI-supported writing feedback practices in a South African writing centre

  Lutendo Nendauni

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• Student perceptions of object-based learning

  Angela Newton

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Case Studies

• A personal reflection exploring the support offered to post-registration nursing students with dyslexia in a higher education setting

  Laura Maguire (Corresponding Author)

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• Teaching embodied dissemination: enabling doctoral students to have authentic impact on their field

  Rowena Senior (Corresponding Author); Kate Carruthers Thomas, Suzanne Albary, Sam Illingworth

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Opinion Pieces

• Perspectivism: a new theory for Learning Development

  Jonathan Denham

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• A Model United Nations simulation as a catalyst for experiential learning in higher education

  Hela Hassen

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• Collaborating with ChatGPT in the classroom: a graduate student’s reflection

  Yulu Hou

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• Co-inference and collaboration: empowering higher education staff and students through a GenAI literacy development framework based on mind-metaphors

  Manish Malik

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• Reimagining healthcare education: considerations from a hybrid Occupational Therapy programme

  Jackson Miller (Corresponding Author); Jason Hughes

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Letters

• Reimagining Learning Development for sustainability: a call to action

  Manuel Diaz

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Reviews

• Book review: Cordie, L. (ed) (2025) Transition from pedagogy to andragogy: an international perspective. Emerald: Leeds.

  Michael O. Begun

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• Book review: Grimwood, M. and McHanwell, S. (2024) Evidencing teaching achievements in higher education. St. Albans: Critical Publishing.

  Ursula Canton

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• Book review: Eyre, J. (2025) Learning Development in higher education: crisis, practice, and power in the 21st century university. Singapore: Springer.

  Sunny Dhillon

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• Book review: Ahmed, S. (2024) A 101 action research guide for beginners: demystifying research terminology using a concrete STEM action research project. Oxford: Peter Lang.

  Kim Fisher

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• Book review: Elkington, S. and Irons, A. (eds.) (2025) Formative assessment and feedback in post-digital learning environments: disciplinary case studies in higher education. New York: Routledge.

  Celeste McLaughlin

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• Book review: Bhopal, K. and Myers, M. (2025) Race, racism and higher education: ethnic minority students’ transitions to and from university. London: Routledge.

  Iwi Ugiagbe-Green

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• Book review: Bertram Gallant, T. and Rettinger, D.A. (2025) The opposite of cheating: teaching for integrity in the age of AI. Norman, OK: University of Oklahoma Press.

  Rebecca Upsher

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• Book review: Bailey, S. (2025) Academic writing: a handbook for international students. 6th edn. Abingdon: Routledge.

  Ben Windle

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