Best Reviewer Interview –EDCON 2026
As part of our Hall of Fame recognition, we are delighted to feature a written interview with our Best Reviewer of the year. These questions are designed to highlight your academic journey, review insights, and valuable advice for the next generation of scholars. Please feel free to respond at your convenience.
1. Can you briefly introduce yourself and your current academic role?
I am Suzanne Bester, Associate Professor in Educational Psychology at the University of Pretoria and a registered Educational Psychologist with the Health Professions Council of South Africa. My work centers on neurodiversity-affirming assessment and support, the leadership and functioning of School-Based Support Teams, inclusive education, and professional ethics for teachers and psychologists. I have a long-standing involvement in postgraduate supervision, teacher professional development, and community-engaged training through our university’s Training Facility and related outreach initiatives.
2. What inspired you to pursue a career in your field of expertise?
I was drawn to Educational Psychology by a deep interest in how children learn and develop, especially those who experience barriers to learning. Early in my career I worked as a teacher and education specialist, which made me acutely aware of the gap between classroom realities and the support systems available to learners and teachers. This motivated me to move into training, assessment, and research that could strengthen practical, ethical, and inclusive responses in schools.
3. What motivates you to engage in peer review for academic conferences and journals?
Peer review is one of the quiet but essential contributions we make to the scholarly community. I value the opportunity to support the development of rigorous, relevant, and ethically sound work, particularly research that has the potential to improve practice in education and educational psychology. Reviewing also keeps me connected to emerging ideas and helps me remain reflective about quality and clarity in academic writing.
4. What do you usually look for when reviewing a research paper or abstract?
I look for a clear research question or purpose, coherence between the aims, methods and claims, and evidence that the work is grounded in an appropriate theoretical or conceptual framework. I also pay attention to ethical considerations, the relevance of the findings for practice or policy, and whether the writing is accessible to an international audience. For abstracts, clarity, focus and a genuine contribution are especially important.
5. What was your experience like reviewing submissions for EDCON 2026 and iConferences?
It was a privilege to review for EDCON 2026. The submissions reflected a wide range of contexts and approaches to education, teaching, and learning. I appreciated the opportunity to engage with work from diverse settings and to contribute to a conference that values both scholarly quality and practical relevance. The process was well organised, and I found the range of topics stimulating.
6. In your opinion, what makes a submission stand out?
A standout submission usually has a clear and meaningful purpose, a well-justified methodology, and findings that are thoughtfully interpreted rather than overstated. I am particularly drawn to work that shows genuine engagement with context, ethical sensitivity, and potential to inform practice or further inquiry. Clarity of writing and a coherent narrative also make a strong impression.
7. What are the most pressing or exciting research areas in Education, Teaching, and Learning today?
I see particular importance in research on inclusive and neurodiversity-affirming practices, the strengthening of school-based support systems, teacher professional development that is sustainable and context-sensitive, and the ethical dimensions of assessment and intervention. Work that bridges research and practice, and that takes seriously the experiences of learners, teachers and families in diverse settings, remains especially valuable.
8. How can early-career researchers improve their academic writing and presentation skills?
Read widely and critically in your field and pay attention to how successful authors structure arguments and present evidence. Seek feedback early and often and treat revision as a normal part of the writing process. For presentations, focus on clarity of message, respect for the audience’s time, and the ability to explain the significance of your work without unnecessary jargon. Practicing with colleagues and learning from constructive critique are invaluable.
9. What advice would you give to students considering a career in academia or research?
Be clear about your motivations and the kind of contribution you want to make. Academia rewards persistence, intellectual curiosity, and the ability to work both independently and collaboratively. Build supportive professional relationships, remain open to feedback, and remember that meaningful impact often comes through a combination of research, teaching, supervision, and service. It is also important to look after your own well-being in a demanding profession.
10. Any final message you'd like to share with the global research community?
I would encourage continued commitment to rigorous, ethical, and contextually relevant scholarship that serves learners, educators, and communities. Collaboration across institutions and countries enriches our understanding and strengthens the practical value of our work. Thank you to the EDCON organisers for the opportunity to contribute as a reviewer and for recognising the role that careful peer review plays in supporting the academic community.
This Year Best Reviwer
Assoc. Prof. Suzanne Bester
Suzanne Bester is an Associate Professor in Educational Psychology at the University of Pretoria and a registered Educational Psychologist. Her work focuses on neurodiversity-affirming assessment and support, the functioning and leadership of School-Based Support Teams, inclusive education, and professional ethics for teachers and psychologists.
She has extensive experience in postgraduate supervision, clinical training of educational psychology students, teacher professional development, and community-engaged training through the University’s Training Facility, the CHRIB clinic for high-risk infants, and related outreach projects. Her practice and teaching emphasise practical, context-sensitive approaches that support neurodivergent learners, reduce secondary trauma, and strengthen collaboration between schools, families and professionals.
