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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 69 Documents
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Speech, Literacy, Numeracy, and Communication Development in an 11-Year-Old Girl with Down syndrome: A Case Report of an Evidence-Based Home Intervention Hammed Gbenga Adewale
Universal Education Jurnal Teaching and Learning Vol 3 No 2 (2026): April-June Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i2.155

Abstract

This Case Study report presents the developmental progress of an 11-year-old girl with Down syndrome (DS) within the context of a structured home-based intervention implemented three times weekly over three and a half years. Diagnosed prenatally at the University Teaching Hospital, Ibadan, Nigeria, the child initially experienced delayed developmental milestones and academic stagnation due to insufficient support in mainstream schooling, illustrating the educational challenges faced by learners with DS in under-resourced settings. Following her transition to a special school and commencement of individualised therapy, she achieved mastery of 200 high-frequency sight words, read and comprehended over twenty simple storybooks, accurately wrote numbers from 1 to 1000 in figures and from 1 to 100 in words, and mastered multiplication tables for two and three with minimal assistance. Her conversational skills improved considerably, although she continues to experience difficulty producing the /f/, /sh/ and /V/ phonemes, highlighting ongoing speech therapy needs. The intervention combined evidence-based strategies, including scaffolding, the Neurological Impress Method, phonological training, rote learning, and concrete representational activities delivered within a structured, multisensory framework and reinforced by active parental involvement. This report exemplifies a single-subject educational and clinical case study, demonstrating how targeted, evidence-based interventions can effectively foster literacy, numeracy, and communication in children with DS, while underscoring the importance of early diagnosis, family engagement, and appropriately tailored educational placement.
Capacity Building Needs for Social ICT Skills Among Primary School Teachers in Enugu State Emmanuel Chukwuma Eze; Lilian Chidimma Ngwu; Ikechukwu Giveson Okafor
Universal Education Jurnal Teaching and Learning Vol 3 No 2 (2026): April-June Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i2.193

Abstract

This study examined the Social ICT capacity building needs of primary school teachers for effective technology integration to enhance teaching and learning in public primary schools in Enugu State. Two research questions and three null hypotheses guided the study. The study employed a descriptive survey research design. The population of the study comprises all 10,415 primary schools in Enugu State. The sample size of the study was 500. The instrument used for data collection was a structured questionnaire developed by the researcher, titled the Capacity Building Needs Questionnaire (CBNQ). This instrument was face validated by three experts from the University XXX. The reliability of internal consistency of the instrument was ascertained using Cronbach's alpha, which had an overall reliability index of 0.798. The data collected from 496 retrieved questionnaires for the study were analyzed using mean and standard deviation, while t-test and ANOVA were used to test the null hypotheses at a 0.05 level of significance. The study found that teachers in public primary schools in Enugu State require social ICT skills such as promoting responsibility and online safety, managing collaborative projects, among others. The study found that teachers do not possess social ICT skills to manage collaborative projects effectively, promote responsible technology use or support collaborative learning using smart boards. Hypothesis testing indicated that teachers’ years of teaching experience, school location, and gender all significantly influenced the social ICT skills they possessed. Finally, teachers’ years of experience, school location, and gender significantly influenced social ICT skills. Based on the findings, the study, among others, recommended that the Ministry of Education should organize regular, needs-based ICT training programs for public primary school teachers.
Professional Development of Teachers in Tribal Gurukula Schools for Promoting Equitable and Inclusive Education Balaji Gugulothu
Universal Education Jurnal Teaching and Learning Vol 3 No 2 (2026): April-June Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i2.157

Abstract

This study, titled "Professional Development of Teachers in Tribal Gurukula Schools for Promoting Equitable and Inclusive Education," explores the perspectives, challenges, and professional development needs of teachers working in Telangana's Tribal Gurukula Schools, operated by the Telangana Tribal Welfare Residential Educational Society (TTWREIS). Using a mixed-methods approach involving surveys and interviews with 40 secondary-Stage teachers, the research reveals that while many teachers are aware of general concepts of equity and inclusion as emphasized in the National Education Policy (NEP) 2020, there is limited understanding of key areas such as the RPwD Act, gender-related concerns, and inclusive pedagogical strategies. Despite familiarity with emerging technologies and recognition of tribal students’ unique learning needs, the use of culturally relevant pedagogy and inclusive teaching resources remains inadequate. Teachers face several challenges, including language barriers, insufficient infrastructure, administrative burdens, and a lack of specific training on tribal culture and inclusive education. Moreover, awareness of government policies, schemes, and support systems is limited. The findings underscore the need for targeted teacher training, improved school infrastructure, culturally responsive pedagogy, and greater systemic support to bridge the gap between policy vision and classroom practice. The study highlights to empower teachers through knowledge, resources, and professional development for achieving equitable and inclusive education for tribal students.
Management of Educational Resources and Secondary School Goals Attainment: An Empirical Investigation of Public Secondary Schools in Calabar Municipality, Cross River State Victoria Ukonu; Okpe Caroline Ngozi; Chinyere Otuu Uguba; Edut Egbe Obona
Universal Education Jurnal Teaching and Learning Vol 3 No 2 (2026): April-June Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i2.164

Abstract

Effective management of educational resources is critical for ensuring that secondary schools achieve their goals, as it provides students and teachers with access to relevant, up-to-date, and well-organized learning materials. In light of this, the study investigated the management of educational resources for effective secondary school goals attainment in public secondary schools within Calabar Municipality, Cross River State. Specifically, the study focused on the management of digital resources and material resources. Two null hypotheses guided the research. A review of relevant literature was conducted, both conceptually and empirically, to provide a foundation for understanding the sub-variables of the study. The research adopted a correlational survey design, targeting a population of 70 principals and vice-principals across all 18 public secondary schools in the municipality, employing a census sampling technique. Data were collected using a structured questionnaire, the Management of Educational Resources and Secondary School Goals Attainment Questionnaire (MERSSGAQ), designed on a four-point Likert scale ranging from Strongly Agree (SA) to Strongly Disagree (SD). The instrument was validated by experts in Measurement and Evaluation from the University of Calabar. Hypotheses were tested at a 0.05 level of significance using Pearson Product-Moment Correlation (PPMC). Findings revealed significant positive relationships between the management of both digital and material resources and the attainment of secondary school goals. The study concluded that effective management of educational resources is pivotal for school success. It is recommended that government and educational authorities provide regular training for principals, teachers, and support staff on resource management, including digital literacy and maintenance practices, to optimize the use of available resources and enhance the overall performance of secondary schools.
Intelligent Tutoring Systems and Inclusive Higher Education: Implications for Students With Disabilities Abdulahi Ahmed
Universal Education Jurnal Teaching and Learning Vol 3 No 2 (2026): April-June Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i2.215

Abstract

The pursuit of inclusive higher education has intensified the need for instructional approaches that effectively address learner diversity, particularly for students with disabilities. Intelligent Tutoring Systems (ITS), as applications of artificial intelligence in education, offer adaptive, personalized, and interactive learning support that can enhance accessibility and equity. This study adopts a conceptual research design supported by illustrative empirical evidence drawn from a doctoral study on awareness, readiness, accessibility, and interactivity of ITS adoption among pre-service teachers in Nigerian Colleges of Education. Grounded in cognitive theory, adaptive learning theory, and mastery learning theory, the paper synthesizes relevant literature to examine how ITS can support inclusive higher education. Empirical insights reveal low levels of awareness and readiness, alongside significant accessibility challenges within the Nigerian context. The paper further explores the implications of ITS across different disability categories and critically examines its limitations, particularly in addressing socio-emotional learning needs. It concludes that while ITS holds significant potential, its effectiveness depends on institutional readiness, accessible design, and integration with human support systems.
Artificial Intelligence Tools and Teachers’ Job Productivity in Public Secondary Schools in Obudu, Nigeria Edith Nneka Iwuji; Ikechukwu Anulika Hope; Felicitas Amoge Ozoko; Edut Egbe Obona
Universal Education Jurnal Teaching and Learning Vol 3 No 3 (2026): July-September Edition (in progress)
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i3.165

Abstract

The study investigated the application of Artificial Intelligence (AI) tools and teachers’ job productivity in public secondary schools in Obudu Local Government Area of Cross River State, Nigeria. Two research questions and two hypotheses guided the study. The correlational research design was used. The study population consisted of 131 teachers across 91 public secondary schools in the study area. Using a census sampling technique, all teachers participated in the study. Data were collected using a structured questionnaire titled Application of Artificial Intelligence Tools and Teachers’ Job Productivity Questionnaire (AAITTJPQ), which was organized into two clusters. Responses were rated on a 4-point Likert scale: Strongly Agree, Agree, Disagree, and Strongly Disagree. The instrument underwent face and content validation by experts in Educational Management and Measurement and Evaluation at the University of Calabar. Reliability was established using the Cronbach’s Alpha method, which yielded coefficients ranging from 0.81 to 0.83, indicating a high level of internal consistency. Data were analyzed using the Pearson Product-Moment Correlation (PPMC) at the 0.05 level of significance. The findings revealed a statistically significant relationship between the use of ChatGPT and Canva digital media tools and teachers’ job productivity. The study concluded that the application of AI tools significantly enhances teachers’ job productivity in public secondary schools in Obudu Local Government Area. It was recommended that schools should establish clear guidelines and support systems that promote responsible and effective AI utilization. This should include the provision of adequate digital infrastructure, encouragement of innovative instructional practices, and continuous monitoring of how AI tools contribute to improved teacher productivity and student learning outcomes.
Impact of Content Quality on Use of e-Learning portals: A Case Study of India’s DIKSHA Platform Rejaul Karim Barbhuiya; Priya Madhavan
Universal Education Jurnal Teaching and Learning Vol 3 No 3 (2026): July-September Edition (in progress)
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i3.171

Abstract

DIKSHA, India's largest government-run, multilingual e-learning platform for school education, provides free access to curriculum-aligned instructional content (e-content) and professional development courses (e-courses) for teachers. This study examines the usage and acceptance of DIKSHA based on a survey of 274 teachers from both government and private schools in India. A comparative assessment of engagement with e-content and e-courses was done by analyzing responses across school management types (government/private), locations (rural/urban), and teaching stages. Data were collected using a questionnaire developed based on the Teaching e-Learning Attitude Related Test (TeLRA) scale and the Unified Theory of Acceptance and Use of Technology (UTAUT) model. Results indicate teachers’ general preference to use the platform in school settings. Government school teachers, particularly in rural areas, report higher use of DIKSHA for classroom teaching and lesson planning, while private school teachers engaged more with capacity-building courses. There is a moderate positive correlation between frequency of the platform use and utilisation of both e-content and e-courses. NISHTHA, the flagship teacher training program plays a pivotal role in adoption of the platform among teachers. These findings indicate the need for differentiated content strategies for teachers from different school types, locality, etc. A targeted outreach to government schools for professional development courses and a similar outreach to private schools for classroom use may further enhance the adoption of the platform. These findings will also inform evidence-based UI/UX enhancements and feature designs.
Strategic Public-Private Partnership as Catalyst for Quality Reforms in Vocational and Technical Education Training in Nigeria Charity Uche Eziechine; Donald Aijene Onoyovwi; Agwazie Bridget
Universal Education Jurnal Teaching and Learning Vol 3 No 3 (2026): July-September Edition (in progress)
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i3.194

Abstract

The study examined strategic public-private partnerships (PPPs) as catalysts for quality reforms in Vocational and Technical Education Training (VTET) in Nigeria.  A descriptive survey design was employed for the study. Three research questions and two null hypotheses guided the study. The study population comprised 1200 PPPs’ trainees drawn from centres across the South-South geopolitical zone in Nigeria. A multiple-stage sampling technique was used to select a sample size of 200 participants (120males and 80females). A structured questionnaire graded on a four-point rating scale of SA, A, D, and SD was used for data collection. This was validated by three research experts, and the reliability was determined using Cronbach’s alpha. It yielded a coefficient of 0.76. The research questions were answered using Mean and Standard Deviation, while an independent-samples t-test was used to test the null hypotheses at a 0.05 alpha level. Findings revealed that proper implementation of PPPs brings about quality reforms in VTET programmes.  Barriers of Policy fragmentation, infrastructural deficiency, inadequate training of instructors, curriculum gap, among others, were revealed as obstacles to the effective implementation of PPPs. On this note, the following recommendations were made: PPPs policy specification, curriculum co-design, constant evaluation of the implementation process, optimal capacity building, adequate funding, among others.
Spatial Access, Household Income, and The Geography of Educational-Resource Affordability in Oyo Town, Nigeria Oladiran Paul Olaniyi; Aminat Folakemi Adeleke
Universal Education Jurnal Teaching and Learning Vol 3 No 3 (2026): July-September Edition (in progress)
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i3.208

Abstract

Educational inequality in Nigerian cities persists despite expanded access to schooling, largely because of the rising cost burden of learning materials such as textbooks, uniforms, and stationery. This study examines how spatial accessibility and household income jointly shape the affordability of educational resources in Oyo Town, Nigeria, drawing on Central Place Theory and the Effectively Maintained Inequality (EMI) framework. A concurrent mixed-methods design was used, combining a structured household survey of four hundred households across core, intermediate, and semi-urban zones with interviews of fifty educational-material traders. Quantitative data were analysed using descriptive statistics, chi-square tests of association, and multiple linear regression; qualitative data were analysed thematically. Regression results indicate that household income (Beta = 0.31, p < 0.001) and market proximity (Beta = 0.27, p = 0.015) are significant predictors of affordability, jointly explaining 42% of the variance in affordability scores (R squared = 0.42, Adjusted R squared = 0.39, F(3, 396) = 18.67, p < 0.001); household size was not a significant predictor (Beta = -0.05, p = 0.212). Households in peripheral zones reported higher effective costs, associated with transport expenditure and reduced market competition. The findings support treating educational-resource affordability as a spatially embedded outcome rather than a purely economic one, and the study recommends combining income-support measures with spatial interventions such as decentralised market provision and improved transport infrastructure.

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