Welcome to the Journal of University Teaching and Learning Practice (JUTLP)

JUTLP is a peer-reviewed journal publishing papers that add significantly to the body of knowledge describing effective and innovative teaching and learning practice in the higher education environment. The Journal aims to provide a forum for educational practitioners in a wide range of disciplines to communicate their teaching and learning outcomes in a scholarly way. Its purpose is to bridge the gap between journals covering purely academic research and more pragmatic articles and opinions published elsewhere. The Journal is indexed by Scopus (Q2, Education) and Web of Science ESCI (Q2, Education) and listed with the EBSCO database. ISSN: 1449-9789.

The Journal has no article processing charges.

Join the JUTLP Family

Our Journal has a strong team of Editors, Guest Editors, Reviewers, and Authors. If you would like to be a part of our journey, please consider the following open expressions of interest:
  • Apply to be a Journal Reviewer here
  • Propose a Special Issue for 2022 or 2023 here.
  • Contribute to our Special Issues here.

Current Issue: Volume 19, Issue 4 (2022) Pedagogies of belonging in an anxious world





Anti-ableist pedagogies in higher education: A systems approach
Juuso Henrik Nieminen and Henri Valtteri Pesonen


Empathy in action: Developing a sense of belonging with the pedagogy of ‘real talk’
Wendy Keyser, Wafa Unus, Jonathan Harvey, Sean C. Goodlett, Danette Day, Kisha G. Tracy, Scott Tyner, and Eric Budd


Reflections on belonging and a law student pledge
Karina Murray, Kate P. Tubridy, John Littrich, and Trish K. Mundy


Issues of belonging, pedagogy and learning in doctoral study at a distance
Sazan M. Mandalawi, Robyn Henderson, Henk Huijser Dr, and Megan Yih Chyn A. Kek


Dr Nona Press, Queensland University of Technology, Australia
Dr Alisa Percy, University of Technology Sydney, Australia
Dr Martin Andrew, Otago Polytechnic, New Zealand
Dr Vikki Pollard, Australian Catholic University, Australia
Emeritus Professor Ronald Barnett, University of London, United Kingdom