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Universal Teaching and Learning Journal
Published by Goodwood Publishing
ISSN : -     EISSN : 31107036     DOI : https://doi.org/10.35912/utlj
Core Subject : Education,
Languange, Linguistic, Communication & Media
Universal Teaching and Learning Journal (UTLJ) is an international, peer-reviewed, and scientific journal dedicated to advancing knowledge in the fields of education, pedagogy, and teaching–learning practices across diverse disciplinary and contextual settings. The journal serves as a scholarly platform for researchers, academicians, educators, and practitioners to disseminate high-quality research that contributes to the theoretical development and practical improvement of teaching and learning. UTLJ publishes original research articles, systematic and critical review papers, and well-documented case studies that address contemporary issues, innovations, and challenges in education. The journal particularly emphasizes evidence-based studies, rigorous methodologies, and critical perspectives that enhance the understanding of learning processes, instructional strategies, curriculum development, educational technology, assessment, and teacher professional development. By fostering interdisciplinary dialogue and international perspectives, UTLJ aims to bridge educational theory and classroom practice, promote effective and inclusive teaching approaches, and support the continuous improvement of learning outcomes in formal and non-formal educational contexts. The journal is committed to maintaining high academic standards through a robust peer-review process and ethical publishing practices.
Arjuna Subject : Umum - Umum
Articles 7 Documents
 1 
Search results for , issue "vol. 2 no. 2 (2026): september" : 7 Documents clear
Linguacultural Features of English and Uzbek Paremias Makhsudova Nilufar Abdurasulovna
Universal Teaching and Learning Journal Vol. 2 No. 2 (2026): September
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/utlj.v2i2.4070

Abstract

Purpose: This study examines English and Uzbek proverbs to identify shared and distinct features of their spiritual worlds and national identities. Research Methodology: A descriptive method was first used to analyze the semantic characteristics of proverbs in both languages. A comparative typological approach followed to highlight universal and culturally specific features. Additionally, the linguacultural method was applied to interpret cultural concepts embedded in the proverbs. Results: The study supports Humboldt’s theory of inner and outer language forms. While both languages express universal truths, they reflect distinct cultural contexts English proverbs often emphasize individualism, while Uzbek proverbs prioritize collectivism. These differences demonstrate how a nation’s worldview shapes its expression of wisdom. Conclusions: Proverbs preserve a nation’s unique spiritual and social essence. English proverbs emphasize individualism and pragmatism, while Uzbek proverbs highlight collective harmony, respect for lineage, and hospitality. Limitations: This study is limited to the semantic and structural analysis of paroemias, leaving the phonetic and rhythmic aspects of the outer form for future investigation. Expanding the scope to include regional dialects would provide an even deeper look into these linguacultural codes. Contributions: This study contributes to paremiological studies by providing a comparative framework for analysing how national identity is encoded in folk wisdom. Specifically, it offers a practical foundation for compiling a thematic dictionary of proverbs that goes beyond literal translation to categorize proverbs by their shared moral and cultural values.
The Effectiveness of E-Learning in Iraqi Universities during the COVID-19 Pandemic: A Case Study of Selected Iraqi Universities and Institutes Ahmed Abdul Adheem Al-Azzawi
Universal Teaching and Learning Journal Vol. 2 No. 2 (2026): September
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/utlj.v2i2.4308

Abstract

Purpose: This study aims to investigate the effectiveness of e learning as implemented in Iraqi universities, colleges, and institutes during the academic year 2019/2020, with a particular focus on the challenges and outcomes arising from the COVID-19 pandemiccontext. The study evaluates how emergency remote instruction reshaped educational delivery in a country with pre-existing infrastructural deficiencies. Methodology: A descriptive-analytic research design was memployed. A structured online questionnaire was administered to  6,579 participants drawn from both public and private Iraqi higher education institutions. Data collection focused on students' and instructors' perceptions of platform usability, internet reliability, content quality, examination integrity, and institutional preparedness. Results: Findings reveal that Google Classroom was the dominant platform adopted by 87.2% of respondents. Internet connectivity emerged as the foremost barrier, cited by 61.8% of participants. Concerns about academic dishonesty were raised by 45.1% of respondents, while institutional support was rated as excellent by 27.8%. The majority of students experienced electronic examinations for the first time during this period. Conclusions: E-learning adoption in Iraq during the COVID-19 pandemic was reactive rather than strategically planned. While considerable potential was demonstrated, critical gaps in infrastructure, faculty training, and academic integrity mechanisms must be systematically addressed for sustainable implementation. Limitations: The sample was geographically skewed toward Basrah governorate, limiting the generalizability of findings to allIraqi regions. Contributions: This study provides evidence-based insights into emergency e-learning adoption in a conflict-affected, resource constrained developing country context, offering a foundation for future policy reform in Iraqi higher education
Authenticity in Spoken English Assessment: A Mixed-Methods Study among Afghan EFL University Teachers Khalid Ahmad Samim; Nasir Ahmad Binam
Universal Teaching and Learning Journal Vol. 2 No. 2 (2026): September
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/utlj.v2i2.3766

Abstract

Purpose: This study aimed to identify the dominant models of authentic assessment used by Afghan EFL university teachers in speaking classrooms and explore the challenges they face in the implementation process. The study further seeks to suggest pedagogical solutions to enhance authenticity in spoken English assessments. Methodology: A mixed-methods design was employed, collecting quantitative data from 25 Afghan EFL university TESOL teachers at KEU through structured questionnaires and analyzing the data using SPSS. Qualitative data were obtained from five instructors through semi-structured interviews and thematically analyzed to explore the teachers’ experiences, challenges, recommendations. Results: The results showed that Performance-based assessments and interviews were the dominant authentic speaking assessment practices. Storytelling, role play, picture-cued descriptions, discussions, presentations, and pair dialogues were commonly used along with oral interviews, questioning, reflections, and informal conversations. The key challenges included limited time, large classes, anxiety, difficulties in comparing responses, and teacher fatigue. The suggested solutions involved training, additional time, peer support, rubrics, and technology integration. Conclusions: The study concludes that Authentic speaking assessments rely on performance-based tasks and oral interviews. Enhancing teacher capacity, providing clear rubrics, integrating technology, and ensuring institutional support are essential to improve assessment quality and fairness, despite existing implementation challenges. Limitations: The limitations of this study include the Limited Sample size, absence of female participants, and non-randomization in the quantitative stage. Contributions: This study provides insights for policymakers, teachers, and curriculum designers by promoting communicative and learner-centered EFL assessment practices, offering a novel contribution to the limited research context of Afghanistan.
Peer Pressure and Self-Efficacy as Correlates of ESL Learners’ Achievement in Reading Comprehension Oluwatunmise Isegun Oladoyinbo
Universal Teaching and Learning Journal Vol. 2 No. 2 (2026): September
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/utlj.v2i2.3959

Abstract

Purpose: This study investigated the correlation between Peer Pressure and Self-efficacy with ESL learners’ achievement in Reading Comprehension. Methodology: A survey correlational design was adopted. Participants (300 Senior Secondary II ESL learners) were drawn from ten (10) senior secondary schools in Ibadan metropolis through a simple random sampling technique. The research instruments used were self-made questionnaires to measure peer pressure and self-efficacy and a reading comprehension achievement test. Results: Peer pressure (r = −0.150; p < 0.05) negatively and self-efficacy (r = 0.134; p < 0.05) positively correlated with ESL learners’ achievement in reading comprehension. The joint effect of both variables was significant (F(2,296) = 4.919; Adj R² = 0.026; p < 0.05), with self-efficacy emerging as the stronger predictor of reading comprehension performance. Conclusions: Peer pressure and self-efficacy are important factors in ESL learners’ reading comprehension achievement. Therefore, students should be motivated to become a better version of themselves daily and strive for self-improvement, while teachers should also encourage the students to see reading as a building exercise that will assist them in all academic endeavors. Limitations: The study is limited to questionnaire surveys that are self-reports of students’ levels of peer pressure and self-efficacy, without any manipulation or direct observation. Thus, the study relied only on quantitative data to explain its links with achievement. Contributions: This study provided insights into the improvement of ESL learners’ achievement in reading comprehension by establishing the contributions of peer pressure and self-efficacy.
Linguacultural Features of English and Uzbek Paremias Makhsudova Nilufar Abdurasulovna
Universal Teaching and Learning Journal Vol. 2 No. 2 (2026): September
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/utlj.v2i2.4070

Abstract

Purpose: This study examines English and Uzbek proverbs to identify shared and distinct features of their spiritual worlds and national identities. Research Methodology: A descriptive method was first used to analyze the semantic characteristics of proverbs in both languages. A comparative typological approach followed to highlight universal and culturally specific features. Additionally, the linguacultural method was applied to interpret cultural concepts embedded in the proverbs. Results: The study supports Humboldt’s theory of inner and outer language forms. While both languages express universal truths, they reflect distinct cultural contexts English proverbs often emphasize individualism, while Uzbek proverbs prioritize collectivism. These differences demonstrate how a nation’s worldview shapes its expression of wisdom. Conclusions: Proverbs preserve a nation’s unique spiritual and social essence. English proverbs emphasize individualism and pragmatism, while Uzbek proverbs highlight collective harmony, respect for lineage, and hospitality. Limitations: This study is limited to the semantic and structural analysis of paroemias, leaving the phonetic and rhythmic aspects of the outer form for future investigation. Expanding the scope to include regional dialects would provide an even deeper look into these linguacultural codes. Contributions: This study contributes to paremiological studies by providing a comparative framework for analysing how national identity is encoded in folk wisdom. Specifically, it offers a practical foundation for compiling a thematic dictionary of proverbs that goes beyond literal translation to categorize proverbs by their shared moral and cultural values.
The Effectiveness of E-Learning in Iraqi Universities during the COVID-19 Pandemic: A Case Study of Selected Iraqi Universities and Institutes Ahmed Abdul Adheem Al-Azzawi
Universal Teaching and Learning Journal Vol. 2 No. 2 (2026): September
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/utlj.v2i2.4308

Abstract

Purpose: This study aims to investigate the effectiveness of e learning as implemented in Iraqi universities, colleges, and institutes during the academic year 2019/2020, with a particular focus on the challenges and outcomes arising from the COVID-19 pandemiccontext. The study evaluates how emergency remote instruction reshaped educational delivery in a country with pre-existing infrastructural deficiencies. Methodology: A descriptive-analytic research design was memployed. A structured online questionnaire was administered to  6,579 participants drawn from both public and private Iraqi higher education institutions. Data collection focused on students' and instructors' perceptions of platform usability, internet reliability, content quality, examination integrity, and institutional preparedness. Results: Findings reveal that Google Classroom was the dominant platform adopted by 87.2% of respondents. Internet connectivity emerged as the foremost barrier, cited by 61.8% of participants. Concerns about academic dishonesty were raised by 45.1% of respondents, while institutional support was rated as excellent by 27.8%. The majority of students experienced electronic examinations for the first time during this period. Conclusions: E-learning adoption in Iraq during the COVID-19 pandemic was reactive rather than strategically planned. While considerable potential was demonstrated, critical gaps in infrastructure, faculty training, and academic integrity mechanisms must be systematically addressed for sustainable implementation. Limitations: The sample was geographically skewed toward Basrah governorate, limiting the generalizability of findings to allIraqi regions. Contributions: This study provides evidence-based insights into emergency e-learning adoption in a conflict-affected, resource constrained developing country context, offering a foundation for future policy reform in Iraqi higher education
Corporate Social Responsibility and Mandatory Due Diligence: From Voluntary Commitment to Enforceable Accountability Muhammad Auwal Sule
Universal Teaching and Learning Journal Vol. 2 No. 2 (2026): September
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/utlj.v2.n2.p117-128.2026

Abstract

Purpose: This article examines how Corporate Social Responsibility is being reshaped by the global movement toward mandatory human-rights and environmental due diligence, and it asks whether Nigeria’s existing corporate-governance and sustainability-reporting architecture is adequate for that transition. Methodology: The study adopts a qualitative doctrinal and documentary research design, analyzing international instruments, regulatory directives, corporate-governance standards, and Nigerian regulatory materials published mainly within the last five years, supplemented by thematic document coding and comparative reading of the European Union and Nigerian regulatory pathways. Results: Due diligence does not eliminate voluntary Corporate Social Responsibility but reclassifies selected responsibilities from managerial discretion into enforceable systems of prevention, monitoring, disclosure, and remediation, a shift most visible in the European Union’s Corporate Sustainability Due Diligence Directive and echoed unevenly within Nigeria’s sustainability-reporting roadmap. Conclusions: Nigeria possesses relevant governance foundations, but a coherent, risk-based statutory framework for human-rights and environmental due diligence remains necessary to convert disclosure obligations into substantive corporate accountability. Limitations: The doctrinal and documentary design relies on published instruments and secondary literature rather than primary fieldwork or firm-level compliance data. Contributions: The article offers a governance-layered framework distinguishing philanthropic Corporate Social Responsibility, disclosure, and mandatory due diligence, intended to guide Nigerian policymakers and corporate boards.

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