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Universal Education Journal of Teaching and Learning
Published by Universal Education
ISSN : -     EISSN : 30478235     DOI : https://doi.org/10.63081/uejtl
Core Subject : Education,
Education Other
The Universal Education Journal of Teaching and Learning (UEJTL) is an internationally recognized, peer-reviewed journal dedicated to advancing knowledge and innovation in the field of education. Published quarterly (January–March, April–June, July–September, and October–December), UEJTL provides a platform for high-quality scholarly work that explores diverse aspects of teaching and learning across all educational levels and contexts. The journal welcomes original research articles, theoretical papers, and critical reviews that contribute to the understanding and improvement of educational practices and policies. Areas of interest include, but are not limited to: - Instructional strategies and pedagogical innovations - Learning theories and learner development - Curriculum design and evaluation - Learning environments, both formal and informal - Teacher education and professional development - Integration of educational technologies - Educational development in diverse global contexts UEJTL encourages submissions that span the full spectrum of learners, from early childhood to adult education, and that address current challenges and emerging trends in education worldwide.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol 2 No 3 (2025): July-September Edition" : 5 Documents clear
Developing Sustainable Technological Pedagogical Content Knowledge (S-TPACK) in Teaching Science Zahra Sadat Roozafzai
Universal Education Jurnal Teaching and Learning Vol 2 No 3 (2025): July-September Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i3.83

Abstract

This mixed-methods study introduces the concept of Sustainable Technological Pedagogical Content Knowledge (Sustainable TPACK), extending the TPACK framework with a focus on eco-friendly technology integration in science education. The research aimed to operationalize the Sustainable TPACK framework and explore its application in science teaching contexts. A survey was administered to assess in-service science teachers' self-reported Sustainable TPACK levels, followed by in-depth case studies involving classroom observations, interviews, and document analysis. The findings demonstrated that science teachers generally possessed moderate to high levels of Sustainable TPACK and faced challenges in implementing eco-friendly technology, which could be overcome through collaboration and professional development opportunities. The study highlights the need for targeted initiatives supporting science educators in developing Sustainable TPACK, fostering environmental stewardship among students, and addressing domain-specific challenges. Future research may examine the impact of Sustainable TPACK on student learning outcomes and the effectiveness of various professional development strategies in promoting this framework among science educators.
Pre-service Biology Teachers Academic Performance and Retention using Jigsaw Presentation Learning Strategy Usman Musa
Universal Education Jurnal Teaching and Learning Vol 2 No 3 (2025): July-September Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i3.96

Abstract

There has been a paradigm shift in the instructional approaches of engaging the learner from teacher-centered approach to students-centered approach. Lecture method of teaching has not been so helpful in improving student performance and retention. Student-centered approach such as jigsaw cooperative learning strategy has been identified to be effective in advancing communication skills, interpersonal skills as well as academic performance and retention. This study investigated pre-service Biology teacher’s academic performance and retention using jigsaw cooperative presentation learning strategy (JCPLS) in Kebbi and Sokoto States Universities, Nigeria. The study employed quasi-experimental research design; one hundred and twenty seven (127) pre-service Biology teachers were purposively selected as the sample for the study. Lower Invertebrate performance test (LIPT) with option A-D forms the instrument for the study. LIPT instrument was validated by 3 experts, the pilot testing result of LIPT shows the reliability index of .89 using PPMC. Two objectives, research questions and null hypotheses guided the study. The results revealed that experimental group to which JCPLS was used in teaching Lower Invertebrate Course performed better than the control group to which lecture method was used. Also the results showed that there was no significant difference between post test and follow-up test scores in experimental group. It was concluded that JCPLS is effective in improving academic performance and retention of Lower Invertebrate Course content among pre-service biology teachers. It was recommended among others that lecturers should utilize JCPLS in teaching Lower Invertebrate Course and other courses.
Colleges of Education Pre-Service Teachers’ Awareness, Readiness, and Accessibility Levels with Intelligent Tutoring Systems in North-Central, Nigeria Hameed Olalekan Bolaji; Abdulahi Adedolapo Ahmed
Universal Education Jurnal Teaching and Learning Vol 2 No 3 (2025): July-September Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i3.98

Abstract

Intelligent Tutoring Systems (ITS) are automated teaching tools that leverage artificial intelligence to interact with students directly and deliver customised learning experiences, substituting the instructional tasks typically handled by human educators. However, a gap exists in understanding the current state of ITS among pre-service teachers of Colleges of Education in Nigeria. This research sought to investigate the awareness, readiness and accessibility levels regarding ITS among pre-service teachers. Specifically, the study examined: (i) the awareness level of ITS among pre-service teachers; (ii) the readiness level of pre-service teachers towards ITS; and (iii) the accessibility level of pre-service teachers to use ITS. The research employed descriptive research of the cross-sectional survey design using a quantitative approach. The population consisted all pre-service teachers in all the Colleges of Education in North Central Nigeria. Multistage sampling techniques were used to select the representative samples of 656 pre-service teachers from the target population of 40,148 from 20 Colleges of Education across six states and the Federal Capital Territory. Data were collected using a researcher-designed questionnaire and were further analysed using descriptive and inferential statistics. The significance level was set at 0.05, and the instrument’s reliability and validity were ensured through expert reviews and pilot testing. The study revealed that: i. Pre-service teachers are moderately aware of Intelligent Tutoring Systems; ii. Pre-service teachers have a positive readiness towards the use of ITS; iii. The finding implies that college ownership and school of discipline, play a crucial role in influencing the effective adoption of ITS. This study recommends training programmes for pre-service teachers to enhance ITS awareness and readiness, improvement of technological infrastructure to increase accessibility and incorporation of collaborative tools to foster engagement among pre-service teachers.
Bridging or Limiting Inclusion? Deaf Perspectives on Sign Language Interpretation in Zambian Education Kenneth Kapalu Muzata; Rachel Muuma Chomba
Universal Education Jurnal Teaching and Learning Vol 2 No 3 (2025): July-September Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i3.99

Abstract

This study explores the attitudes of persons with deafness toward sign language interpretation as a means of inclusion in Zambia’s educational system. Although sign language interpretation is widely considered a critical tool for bridging communication barriers, its effectiveness depends on how it is perceived and experienced by those it seeks to serve. Guided by a qualitative research design, semi-structured interviews were conducted with deaf learners to capture their perspectives on the benefits, limitations, and challenges of interpretation services. The findings reveal a duality of attitudes: while interpretation fosters access to information, confidence, and participation in mainstream education, it also raises concerns about dependency, misrepresentation, and the erosion of opportunities for direct communication between deaf and hearing individuals. Attitudes varied by gender and onset of deafness, with postlingual participants emphasizing interpreter competence and prelingual participants advocating for teachers to acquire direct sign language skills. The study concludes that sign language interpretation is valuable but insufficient on its own for genuine inclusion. It recommends investment in both professional interpreter training and sign language proficiency among educators to strengthen sustainable, inclusive education in Zambia.
Analysis of Conceptual Readiness in Chemical Bonding Concepts among Pre-Service Chemistry Teachers Using a Three-Tier Diagnostic Test Allika Haya Fahrunisa; Nahadi Nahadi; Soja Siti Fatimah
Universal Education Jurnal Teaching and Learning Vol 2 No 3 (2025): July-September Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i3.79

Abstract

The conceptual readiness of pre-service chemistry teachers regarding chemical bonding plays a crucial role in supporting pedagogical competence and deep content understanding. This study aims to analyze the level of students’ conceptual readiness in understanding chemical bonding concepts using a three-tier diagnostic test. A qualitative research method with a descriptive approach was employed, involving 27 students from the chemistry education program at a private university in North Sumatra. The results indicate that most students are at a partial understanding level, with a dominance of misconceptions particularly in concepts such as ionic bonding, compound polarity, and valence bond theory. These findings highlight the urgent need to strengthen pedagogical strategies and enhance instructional design to improve conceptual literacy and prepare future teachers to face the challenges of 21st-century science education. The study recommends the integration of diagnostic assessment into teacher education curricula to support the development of chemistry instruction that is conceptually grounded and sustainability-oriented.

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