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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 35 Documents
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Analysis of Learning Obstacles in the Metapedadidactic Stage of the System of Linear Equations in Two Variables (SLETV) Maulana Al Aziz Harahap; Tatang Herman; Aan Hasanah
Universal Education Jurnal Teaching and Learning Vol 2 No 4 (2025): October-December Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i4.80

Abstract

This study aims to identify and analyze various learning obstacles encountered by eighth-grade students in understanding the topic of systems of linear equations in two variables (SLETV), using the Didactical Design Research (DDR) approach at the metapedadidactic stage. Employing qualitative methods, data were collected through diagnostic pretests and posttests, classroom observations, and in-depth interviews. The findings reveal that students face three types of learning obstacles: ontogenic, didactic, and epistemological. Ontogenic obstacles are related to difficulties in understanding algebraic symbols and representing problems within real-life contexts, while didactic obstacles arise from teacher-centered instructional methods and insufficient supporting materials. Epistemological obstacles are evident in students’ inability to apply conceptual knowledge when confronted with non-routine problems. Through DDR-based interventions—comprising prospective, metapedadidactic, and retrospective analyses—these learning barriers can be reduced, resulting in significantly improved student understanding, as reflected in enhanced learning outcome indicators. These findings highlight the importance of early detection of learning obstacles and the use of reflective practices during the metapedadidactic stage as a foundation for designing more adaptive mathematics teaching strategies that are aligned with students’ needs.
Accelerated Learning Program Significance, Challenges, and Prospects in Oromia, Ethiopia Tolera Negassa; Samuel Asnake; Bultosa Hirko
Universal Education Jurnal Teaching and Learning Vol 2 No 4 (2025): October-December Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i4.88

Abstract

The purpose of this study was to assess the status of the Accelerated Learning Program/ Speed School. The program was designed for children out of school, ages 9 to 14. Respondents were chosen using a purposive sampling technique. Structured interviews were designed to collect data from 105 participants. The findings reveal that parents send their children to the Accelerated Learning Program owing to its contribution. Students are able to complete their literacy skills in a short time and catch up to their age equivalent at grades 4, 3, and 2. Except for some challenges, the program has shown remarkable practices in terms of access, equity, and quality education that can be adopted by formal schools to reach disadvantaged children, children out of school, or dropouts.
Social Intelligence Dimensions and Secondary School Students’ Interest in Learning Biology Izunna Nwuba; Josephine Nwanneka Okoli
Universal Education Jurnal Teaching and Learning Vol 2 No 4 (2025): October-December Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i4.106

Abstract

The ongoing effort to identify variables that could be influenced for academic gains in the 21st-century classroom fueled the study on the predictive influence of social intelligence (SI) on secondary school students’ interest in Biology, applying a predictive correlational research design. 1,198 Secondary School Year 2 (SS2) students, obtained using a multistage sampling procedure, were the respondents. Two adapted instruments, the Social Intelligence Scale (SIS) and the Biology Interest Scale (BIS), were employed for data collection. The adapted instruments (SIS and BIS), validated by three experts, when pilot tested, gave reliability coefficient values of 0.79 and 0.86, established using Cronbach's alpha. The data collected were analyzed using simple and multiple linear regression analyses. The findings revealed, among others, that SI caused 20.1% variance in students’ interest in Biology, indicating that SI significantly and positively contributed to students' interest in Biology. On relative contributions of individual dimensions of SI, the study also revealed that all the dimensions of SI, individually and jointly, significantly predicted students’ interest in biology. Based on the findings, it was recommended among others that education stakeholders should organize periodic trainings, sensitization and orientation programmes to educate students on strategies that can be adopted to promote the acquisition of social intelligence skills.
Exploring the Factors Influencing Teachers’ Perceptions of Information and Communication Technology (ICT) Integration in History Teaching and Learning: A Case Study of Lesotho Atang Thulo; Walter Sengai
Universal Education Jurnal Teaching and Learning Vol 2 No 4 (2025): October-December Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i4.128

Abstract

The integration of information and communication technology (ICT) has the potential to enhance teaching and learning in History by improving learner engagement and access to diverse perspectives. This study explored the factors influencing teachers’ perceptions of ICT integration in History teaching and learning in Lesotho. A qualitative approach was adopted, using a multiple case study design. The sample comprised five History teachers from five secondary schools, purposively selected for their role in teaching History, with schools chosen for their accessibility. Data were collected through semi-structured interviews, conducted both face-to-face and via telephone, and analysed using thematic analysis with the support of ATLAS. ti software. The findings indicate that although teachers generally hold positive perceptions of ICT integration, effective use is constrained by limited ICT skills, inadequate and inaccessible resources, insufficient administrative and technical support, and limited professional development opportunities. The study concludes that ICT integration in History teaching and learning is shaped primarily by institutional and capacity-related factors rather than teachers’ attitudes alone.
Influence of Visual Art Activities on Pupils’ Awareness of Insecurity and Civic Responsibility in Religion and National Values Sule Muhammad; Nuraddeen Adamu Kanon-Haki
Universal Education Jurnal Teaching and Learning Vol 2 No 4 (2025): October-December Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i4.134

Abstract

This study examined the influence of visual art activities on pupils’ awareness of insecurity and understanding of civic responsibility in the subject of Religion and National Values among basic schools in Gusau Metropolis, Zamfara State. Guided by Albert Bandura’s Social Learning Theory, the study adopted a quasi-experimental design involving 381 Basic Five pupils selected from six public schools (three experimental and three control). Pupils in the experimental group participated in structured visual art activities, including drawing, poster-making, and mural design, integrated into Religion and National Values lessons, while the control group received conventional instruction. Data collected through a validated questionnaire titled Visual Art and Civic Awareness Questionnaire (VACAQ) were analyzed using descriptive statistics and independent samples t-tests. Findings revealed that pupils exposed to visual art activities demonstrated significantly higher awareness of insecurity (M = 3.15, SD = 0.51) and greater understanding of civic responsibility (M = 2.96, SD = 0.58) than those in the control group (p < 0.05). The results confirm that visual art activities enhance pupils’ engagement, emotional reflection, and internalization of civic values. The study concludes that integrating art-based pedagogies into Religion and National Values instruction promotes peace education, moral development, and civic consciousness among pupils. It recommends curriculum enrichment, teacher training, and adequate resource provision to strengthen art-based learning for peacebuilding and civic education in basic schools.

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