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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 62 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 Adewale, Hammed Gbenga
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.v3i2.155

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 (in progress)
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.

Page 7 of 7 | Total Record : 62

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