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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 54 Documents
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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.
Comparative Study of Students' Motivation in Learning Biology between Private Schools in Urban and Rural Areas Raja, Nova Riama Lumban; Sasono, Tjatur Imbang
Universal Education Jurnal Teaching and Learning Vol 1 No 4 (2024): October-December Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i4.71

Abstract

This study compares students' motivation to study Biology between private schools in urban and rural areas. A quantitative approach with a comparative design was used in this study, involving 47 private high school students in Malang City as a representation of the urban areas and 37 private high school students in Malang Regency as a representation of rural areas. The research instrument was a closed questionnaire consisting of 31 statements reflecting the five dimensions of learning motivation: perseverance, tenacity, interest, achievement, and independence. Data were analyzed using descriptive statistics to see an overview of student motivation and the Mann-Whitney U test to test for significant differences between the two groups. The descriptive analysis results showed that students' mean motivation in urban areas was higher (4.56) than in rural areas (3.96). The standard deviation of urban students (0.57) was lower than that of rural students (0.65), indicating a smaller score variation. The Mann-Whitney U test showed a significant difference in motivation between the two groups. The results of this study confirm that students' learning motivation in urban private schools is higher compared to students in rural areas, which differences may influence educational facilities, access to learning resources, and environmental support. The findings are expected to serve as a basis for policymakers to design interventions to reduce the learning motivation gap between urban and rural areas.
Are Feedback and Reinforcement Questions in The Recitation Program Able to Improve Students' Conceptual Mastery? Rahim, Handy Faishal; Biruni, Iqbal Bilgrami; Romansyah, Teddy Amin; Hidayat, Arif Hidayat; Sutopo, Sutopo
Universal Education Jurnal Teaching and Learning Vol 1 No 4 (2024): October-December Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i4.72

Abstract

One of the primary goals of physics education is to achieve a solid conceptual understanding among learners. This conceptual understanding, which enables students to address the challenges they encounter effectively, is conceptual mastery. A higher level of conceptual mastery correlates with an increased capacity for students to tackle everyday problems successfully. This study aims to identify the improvement of students' conceptual mastery through a multi-representation-based recitation program accompanied by feedback and reinforcement questions. The method used in this research is descriptive quantitative, carried out on 36 students of the Physics Undergraduate Study Program. The recitation program is multi-representational and multi-context-based, which contains reinforcement questions and feedback used by students outside of lecture hours to help master the concepts obtained in class. The results showed the mastery of concepts of momentum and impulse students increased, indicated by the transition of student's answers and the average of students from 30.8 to 52.8. The increase in students' mastery of concepts is shown in questions in the context of determining impulses in related problems and the conservation of momentum in related problems. The multi-representation and multi-context presented in the recitation program and pretest and posttest questions affect students' mastery of concepts in solving problems.
Methods for Facilitating Adult Learning: Strategies for Enhancing Instruction and Instructor Effectiveness: Joellen E. Coryell, Lisa M. Baumgartner, and Jeremy W. Bohonos (eds). 2024. Routledge, 404 pp, ISBN 978-1-642-67496-5 (hbk), ISBN 978-1-642-67497-2 (pbk), ISBN 978-1-003-44601-9 (ePDF) Alif, Muhammad Isma
Universal Education Jurnal Teaching and Learning Vol 1 No 4 (2024): October-December Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i4.75

Abstract

Autonomous Learning in Higher Education: An Iraqi EFL Students’ Perceptions Ranjbar, Mohammad Hossein; Nasiri, Sara Fatemeh
Universal Education Jurnal Teaching and Learning Vol 1 No 4 (2024): October-December Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i4.87

Abstract

This study investigates the perceptions of Iraqi EFL (English as a Foreign Language) students regarding autonomous learning (AL) and its impact on their academic development. With the increasing importance of English for communication, education, and career prospects in a globalized world, understanding students' views on AL is critical, especially in Iraq, where traditional, teacher-centered pedagogies dominate. The research employs a survey method, gathering data from 359 EFL students across six universities in Iraq. The questionnaire addresses various aspects of AL, including perceptions, benefits, challenges, independence in learning management, and the role of the teacher. The findings indicate that Iraqi students generally view AL positively, with high scores for motivation, goal-setting, and critical thinking, underscoring the value of learner autonomy. Benefits such as improved problem-solving skills and deeper engagement with course material were frequently mentioned. However, challenges such as difficulty in self-motivation and the lack of social support were also highlighted. Additionally, students expressed a desire for more structured teacher involvement in guiding their autonomous learning efforts. This study concludes that while AL significantly enhances student independence and learning outcomes, the success of AL initiatives in Iraqi higher education depends on providing sufficient support, motivation, and resources for students. The research also emphasizes the need for teachers to play a facilitative role in the AL process. The findings contribute valuable insights into how AL can be adapted to meet the specific needs and challenges of Iraqi EFL learners, offering a foundation for future educational reforms in the region.
Bibliometric Analysis of Language Learning in Elementary Schools: Trends and Future Research Directions Mowla, Fazlul Anwar; Chowdhury, Shafiqul Alam; Akter, Nusrat Jahan; Bhuiyan, Haque Kabir
Universal Education Jurnal Teaching and Learning Vol 1 No 4 (2024): October-December Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i4.90

Abstract

Language learning in elementary schools is fundamental for children’s literacy and communication development, yet no bibliometric study has comprehensively mapped this field. This study fills that gap by conducting a bibliometric analysis using the Scopus database with the keywords “language learning” AND “elementary school,” yielding 355 documents, of which 204 articles published between 2004 and 2024 were analyzed following PRISMA procedures. Data were processed using Bibliometrix (R) and VOSviewer to examine publication trends, citations, and keyword networks. The results show a significant rise in publications since 2015, driven by global agendas such as SDG 4, the expansion of digital and mobile learning, and national policies emphasizing literacy. Keyword mapping revealed three dominant clusters: language learning and development linked to motivation and anxiety; child development and primary education, highlighting the role of developmental psychology; and language learning disorders, linguistics, and writing, underscoring inclusivity and technical aspects. Recent trends further indicate growing interest in vocabulary acquisition, technology-based pedagogy, and problem-solving approaches. This study offers novelty as the first bibliometric mapping of language learning in elementary schools, providing a holistic overview of research growth, thematic focus, and directions for future inquiry in digital pedagogy, inclusivity, and international collaboration.
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.
Influence of Environmental Shocks and Child Labour on Upper Basic Education Students’ Learning Outcomes: Evidence from South-East, Nigeria Emmanuel Chukwuma Eze; Ikechukwu Giveson Okafor
Universal Education Jurnal Teaching and Learning Vol 3 No 2 (2026): April-June Edition (in progress)
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i2.118

Abstract

This study investigated the influence of environmental shocks and child labour on upper basic education students’ learning outcomes in South-East Nigeria. The design for the study is an ex post facto design. The study sampled 571 upper basic education students. An environmental screening survey and a child time use survey were used to obtain data for this study. Students’ academic records and demographic information were obtained from the school authorities. Frequencies and mean statistics were used to analyze data collected, while ANCOVA was used to test the null hypotheses at a 0.05 level of significance. It was discovered that environmental shock and child labour significantly influence students' learning outcomes. The study's results highlight the need for policymakers and stakeholders to address the issues of environmental shock and child labour to improve the learning outcomes of students in South-East Nigeria.

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