JoTL's mission is to offer the employees, primarily, but also students, a platform where they can spread their knowledge and experiences about learning in higher education. To support this process, we review the texts submitted through peer review and offer constructive feedback to the authors.

During the fall of 2026, the editorial team will reflect on how JoTL can best support this process in a transparent way in the future. If you have an interest in contributing to this work (and if you are connected to Malmö University), please contact the editorial team.

In this issue, we publish two interesting contributions, both of which address issues relevant to teaching and learning in higher education. Elizabeth Ashley Fox-Jensen, Kiara F. Lauritzen, and Javier Ubrí Sanchez examine the implementation of inclusive educational practices to support neurodivergent students. Their results show how diversifying the course material (blogs, videos, podcasts and interactive elements) can make teaching more accessible to these students.

The second article by Line Henriksen is based on monster studies to explore the dynamics of the academic supervision process. Henriksen discusses how supervisors turn students into “monsters” by wishing that they become sufficiently “academic” while at the same time wanting to create space for the students’ differences and otherness. She further suggests that a monster pedagogy can help to understand this tension, but not solve it.