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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 10 Documents
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Search results for , issue "Vol 3 No 1 (2026): January-March Edition" : 10 Documents clear
Communication, Collaboration, Critical Thinking, and Creative (4Cs) in TVET: A Bibliometric Analysis and Systematic Literature Review Taqwa, Muhammad Reyza Arief; Roozafzai, Zahra Sadat; Suhendi, Endi
Universal Education Jurnal Teaching and Learning Vol 3 No 1 (2026): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i1.94

Abstract

This article maps research trends, key contributors, and thematic structures of the 4Cs—communication, collaboration, critical thinking, and creativity—within Technical and Vocational Education and Training (TVET), while synthesizing experimental efforts to enhance these skills. It addresses a documented gap by combining bibliometric performance analysis and science mapping (RQ1–RQ6) with a systematic review of intervention studies (RQ7). A total of 3,246 documents were obtained, of which 1,655 documents were analyzed bibliometrically, and 32 documents were analyzed through a systematic literature review after screening and applying inclusion/exclusion criteria. The 4Cs–TVET research shows a continuous surge with “communication skills” as the driving theme and creativity relatively unexplored, indicating a thematic focus that still leans toward social competencies. In general, 4Cs–TVET research involves many researchers from various institutions and countries, showing that this research has become a global focus. However, the findings indicate that participation is concentrated in developed and middle-income countries, whereas least developed countries (LDCs) remain underrepresented in this research area. Experimental efforts to improve the 4Cs are spread across five approaches (technology/online, collaborative-interprofessional, gamification, project-based/active learning, simulation), but 56.25% target only one skill—collaboration being the most dominant—and only 6.25% integrate all 4Cs, indicating the need for more holistic intervention design.
Prevailing Economic Conditions and Lecturers’ Productivity, Job Satisfaction, and Job Performance in Nigeria Eze, Emmanuel Chukwuma; Okafor, Ikechukwu Giveson
Universal Education Jurnal Teaching and Learning Vol 3 No 1 (2026): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i1.120

Abstract

This study examined how prevailing economic conditions relate to productivity, job satisfaction, and job performance of lecturers in public tertiary institutions in Imo State, Nigeria. A correlational survey research design was adopted. Three research questions and three hypotheses guided the study. The population comprised 160 Economics educators from six public tertiary institutions. Four instruments were used to collect data for this study: the Prevailing Economic Condition Questionnaire, Lecturers' Productivity Questionnaire, Job Satisfaction Questionnaire, and Job Performance Questionnaire. Pearson correlation coefficient analyzed relationships, while p-values tested significance. Results revealed that economic conditions had a strongly significant negative relationship with lecturers' productivity (r = -0.75, p < 0.05). Economic conditions showed an insignificant negative weak relationship with job satisfaction (r = -0.10, p > 0.05) and a significant negative moderate relationship with job performance (r = -0.62, p < 0.05). Findings indicate that poor economic conditions significantly impair teaching effectiveness, research output, and instructional delivery. The study links productivity and performance to teaching quality outcomes, addressing implications for curriculum delivery and student learning.
Influence of Parental Education Level and Involvement on Students’ Academic Achievement in Nsukka Local Government Area, Enugu State, Nigeria Okafor, Ikechukwu Giveson; Eze, Maureen Ugonne; Ihediwa, Ernest
Universal Education Jurnal Teaching and Learning Vol 3 No 1 (2026): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i1.122

Abstract

This paper investigated the influence of parental educational level and parental involvement in the child’s education on students’ academic achievement in the Nsukka Local Government Area (LGA) of Enugu State in South-East Nigeria. Two research questions and two hypotheses were formulated for the study. The study adopted a descriptive design. The sample size comprised 384 grade 9 (JSS3) students in junior secondary schools in Southeast Nigeria. The instruments for data collection were a questionnaire on parental involvement in students’ education and a test instrument covering English Language, Mathematics, and Civic Education components. The data collected for the study were analysed using mean, standard deviation, and t-test. Findings revealed that parental education level significantly influenced students’ academic achievement; students whose parents have lower levels of education performed better than their counterparts in the achievement test. On the other hand, students whose parents were more involved in their education scored higher than those whose parents were less involved, although the mean difference was not statistically significant. The study concluded with a recommendation that schools should encourage parents to be actively involved in their children’s education, such as volunteering in the classroom or attending parent-teacher conferences, as well as home tutoring.
Correlation Between Teachers' Years of Service Experience and Legal Literacy in Secondary Schools in Bobasi Sub-County, Kenya Ominde, Eliud
Universal Education Jurnal Teaching and Learning Vol 3 No 1 (2026): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i1.144

Abstract

Legal literacy is a critical competency for teachers, which enables them to navigate complex school environments where legal obligations and risks frequently arise. Teachers often make decisions that affect the constitutional liberties of students, colleagues, and the broader school community. Despite this responsibility, various studies have shown that many teachers operate without formal legal training. This study investigated how gender, education level, and in-service experience influence legal literacy among secondary school teachers in Bobasi Sub-County, Kenya. A descriptive survey using a correlational research design was adopted. The target population included 395 secondary school teachers. Data were collected through structured questionnaires and analyzed using both descriptive and inferential statistics. Key findings show that gender has a statistically significant but weak influence on legal literacy, accounting for only 1.6% of the variance. Education level has a moderate influence, explaining 4.7% of the variance. In-service experience emerged as the strongest predictor, accounting for 31.2% of the variance in legal literacy. These findings suggest that practical experience is a key driver of legal knowledge, while gender plays a minor role. The study recommends integrating legal literacy into pre-service teacher training curricula and strengthening in-service professional development programs. Educational stakeholders should develop targeted legal education initiatives to bridge knowledge gaps and improve legal competency among teachers. Future research should explore additional factors such as access to legal resources, socioeconomic status, and cultural beliefs to gain a more comprehensive understanding of disparities in legal literacy.
Effect of Inquiry-Based Teaching Method on Senior Secondary School Students’ Achievement in Physics Ayoola, Fagbenro W; Yinjoh, Judges Ernest
Universal Education Jurnal Teaching and Learning Vol 3 No 1 (2026): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i1.148

Abstract

This study investigated the effects of inquiry-based learning (IBL) on the physics achievement of senior secondary II students in Wukari Metropolis, Taraba State. The study adopted a pre-test post-test non-equivalent control group design. Data were collected in order to answer four research questions and test four hypotheses. The sample comprised senior secondary II Physics students (male =55 and female =65 ) drawn from the population of Physics students in Wukari Metropolis. The purposive sampling technique was employed to select two (2) schools from the twenty (20) schools in Wukari Metropolis, and an intact arm of SS II from each of the sampled schools was used. The schools were randomly assigned to control and experimental groups. The instruments used for data collection was A 20-items Physics Achievement Test (PAT) developed by the researcher. The resulting data were collated and analyzed using mean, standard deviation, and ANCOVA. The finding revealed that students taught with inquiry-based learning achieved better results than students taught using the traditional method. There is a significant difference between the mean Physics achievement scores (F(1,117)=50.354, p=0.000, two-tailed) of students taught with IBL and those taught using the traditional method. There is no significant difference in the mean Physics achievement scores of male and female students taught with inquiry based method (F(1,57)=0.296, p=0.589, two-tailed). Based on the sequels to the findings, it is concluded that using inquiry-based learning in teaching increases students' engagement and participation, thereby increasing achievement. It’s recommended that the Ministry of Education should mount periodic training sessions for teachers on the effective utilization of inquiry-based learning in teaching.
Flipped Classroom Critical Success Factors Across Science, Technology, Engineering, and Mathematics (STEM) and Non-STEM Disciplines in Senior High School Co, Stephen Jay; Mancera, Arcturus
Universal Education Jurnal Teaching and Learning Vol 3 No 1 (2026): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i1.183

Abstract

This study examined critical success factors for flipped classroom implementation among 88 senior high school teachers from private schools in Metro Manila, Philippines, with relatively balanced representation across STEM (n=41) and non-STEM (n=47) disciplines. Analysis revealed an emergent Foundation-Quality-Support model wherein technology infrastructure and pedagogical quality factors achieved comparable critical status, indicating necessary technology-pedagogy integration. Ten factors achieved critical success status (≥60% essential), with technology access and reliability rated most critical (75.0%). MANOVA demonstrated marginally significant multivariate effects, with Student Factors showing substantial disciplinary differences. STEM teachers rated student accountability, self-regulation, conceptual-procedural balance, and assessment alignment significantly higher than non-STEM teachers. Thematic analysis confirmed discipline-specific implementation patterns: STEM teachers emphasized technology infrastructure and content complexity management, whereas non-STEM teachers emphasized pedagogical facilitation. Both groups identified student engagement, institutional support, content design quality, and equitable access as universally critical factors. Findings demonstrate that disciplinary differences manifest as variations in degree rather than categorical distinctions, challenging one-size-fits-all approaches and advancing flipped classroom theory toward epistemologically grounded, discipline-responsive implementation frameworks appropriate for well-resourced school contexts.
Piloting a Four-Year High School Education Program: Opportunities for Change in Eswatini Fato, Shepherd; Makamure, Gibson
Universal Education Jurnal Teaching and Learning Vol 3 No 1 (2026): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i1.145

Abstract

Eswatini embarked on a novel pilot study to find the feasibility of offering a four-year duration in high school rather than the traditional five years. A case study was done in one of the schools in the fourth year of conception. This specifically aimed to establish how the program has been going on now that it was coming to its end. Qualitative data were collected from one principal and four teachers. The findings highlighted how the program was planned, designed, and implemented. Operational challenges like a lack of Ministry support, challenges with resources, staffing, and a negative impact on students were highlighted. Nonetheless, potential opportunities and benefits from this endeavour could include reduced financial burden on the government. It could produce, too, a more robust education system that competes internationally. The study underscores that educational change is a collaborative and inclusive effort that involves many stakeholders. The study thus expands academic understanding of how educational reforms can falter when decision-making neglects infrastructural, instructional, and pedagogical support. We suggest a reflective post-piloting phase as an important step to consider the next step towards a full-scale roll-out in the country.
Examining the Dominant Ideology in the History Curriculum: A Case Study of Lesotho’s Grade 9 History Syllabus Thulo, Atang
Universal Education Jurnal Teaching and Learning Vol 3 No 1 (2026): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i1.129

Abstract

This study analyses Lesotho’s Grade 9 History syllabus to identify the dominant curriculum ideology embedded within it. Using a qualitative case study approach and document analysis, the syllabus aims, assessment objectives, skills, and suggested learning experiences were examined through content analysis. The findings reveal that the syllabus is overwhelmingly dominated by the scholar-academic ideology, with limited representation of learner-centred and social efficiency ideologies, and an almost complete absence of social reconstruction elements. This ideological imbalance prioritises content transmission over critical engagement, practical application, and social transformation. Consequently, the syllabus shows limited alignment with Lesotho’s educational goals and 21st-century learning demands. The study recommends a more balanced integration of curriculum ideologies to enhance learner engagement, relevance, and the development of socially responsive and critically informed citizens.
Community-Based Learning Practices in a Down Syndrome Family (POTADS) Community Trinanda, Riska; Ardiwinata, Jajat S; Shantini, Yanti; Sudiapermana, Elih; Sushella, Putri Kiki
Universal Education Jurnal Teaching and Learning Vol 3 No 1 (2026): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i1.192

Abstract

This study aims to identify the implementation of Community-Based Learning (CBL) within the POTADS West Java community as a family-based community of children with Down syndrome. The study employed a qualitative descriptive approach with an observational design, based on four direct observations supported by documentation of community activities. The analysis was guided by key CBL indicators, including active participation, contextual and experiential learning, collaboration and equality, problem-solving orientation, and the community as the learning agent. The findings reveal that all CBL indicators were consistently manifested across various community activities. The learning process was participatory, grounded in real-life experiences, and involved collaborative interactions among children, parents, volunteers, and professionals. In addition, the activities were oriented toward addressing real challenges faced by community members and were collectively managed by the community itself. These findings confirm that CBL is not merely a theoretical construct but is empirically implemented within disability-oriented communities. Furthermore, the study highlights the central role of family involvement in strengthening the implementation of CBL within community contexts. Thus, the POTADS West Java community represents a concrete example of inclusive, contextual, and sustainable community-based learning. This study contributes to the understanding of CBL implementation in family-based community settings and emphasizes the importance of integrating family roles in the development of adaptive and inclusive non-formal education.
Teacher Bullying and Mathematics Attainment: The Mediating Roles of Psycho-Socio-Emotional Factors in South-East Nigeria (Path Analysis) Okoiye , Emmanuel Ojaga
Universal Education Jurnal Teaching and Learning Vol 3 No 1 (2026): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i1.137

Abstract

This study investigated teacher bullying and mathematics attainment: The mediating roles of psycho-socio-emotional factors in South-East, Nigeria. The study adopted the ex-post facto research design with a sample of 2,150 Senior Secondary School Students who reported teacher bullying, had low math scores, and received counselling from their school counsellors based on their experience of bullying. Ten valid instruments have been used. Two research questions were answered at the 0.05 level of significance. Data were analysed using multiple regression (backward solution) and path analysis. The result revealed in order of magnitude shows that emotional intelligence had the highest mediating effect (16.48%) on mathematics attainment of secondary school students bullied by teachers. This is followed by self-esteem (15.65%); readiness to learn (15.22%); self-efficacy (14.83%); interest in schooling (14.83%); teacher-student consultation (13.57%) on mathematics attainment of secondary school students bullied by teachers. Also, the entire psycho-socio-emotional mediating factors were shown to contribute differentially to the mathematics attainment of secondary school students bullied by teachers. Specifically, emotional intelligence mediated most significantly to the explained variation on mathematics attainment (β = 0.23, p < .001). This is followed in magnitude of beta weights by mathematics anxiety (β = 0.18, p < .01); self-efficacy (β = 0.16, p < .05); teacher-student consultation (β = 0.08, p < .05); Interest in school (β = 0.08, p < .05); Readiness to learn (β = 0.06, p < .05). However, the mediating effect of self-esteem (β = -0.04, p < .05), dejection (β = -0.02, p < .05) and achievement motivation (β = -0.02, p < .05) were not significant on mathematics attainment of students bullied by their teachers. Therefore, it was recommended that mathematics teachers in secondary schools should endeavour to use appropriate teaching methods and communication skills that would address the learning and developmental needs of students.

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