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.

2023 Recruitment of Editors

Annually, the Journal invites applications for Editor roles. In 2023, there are a number of vacancies that the Journal invites Expressions of Interest for, including to lead or join our newest Section Educational Psychology:
  • Senior Editor, Educational Psychology (1)
  • Associate Editor, Curriculum and Assessment (2)
  • Associate Editor, Educational Psychology (3)
  • Associate Editor, Social Media (1)
  • Associate Editor, Student Experience (2)
The position descriptions for the editorial roles are available here: Editorial Team Position Descriptions. Expressions of Interest, including a 1) a cover letter highlighting interest, the specific role, and relevant experience against the position description, 2) a recent resume, and 3) links to a the applicant's Google Scholar, Scopus, or Web of Science personal page can be made to the Editor in Chief . Applicants with questions are also welcome to reach out to Dr Crawford. Applications will be accepted until 30 May 2023, with interviews commencing shortly after this period.

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 20, Issue 5 (2023) Quarterly Issue 2



Artificial Intelligence and Authorship Editor Policy: ChatGPT, Bard Bing AI, and beyond
Joseph Crawford, Michael Cowling, Sally Ashton-Hay, Jo-Anne Kelder, Rebekkah Middleton, and Gail S. Wilson




An Evidence-Based Approach to Employability Curricula and Transferable Skill Development: A Mixed Methods Study
Amany Gouda-Vossos, Mahbub Sarkar, Christopher Thompson, Tina Overton, and Angela Ziebell


Improving Patient Safety: Engaging Students in Interprofessional Team-Based Learning (TBL)
Antonia J. Clarke, Annette Burgess, Christie van Diggele, Jacqueline Bloomfield, Carl Schneider, Eszter Kalman, and Merrilyn Walton


Exploring Faculty Mindsets in Equity-Oriented Assessment
Eliana Elkhoury, Ameera Ali, and Robin Sutherland-Harris


Developing Researcher Identity Through the PhD Confirmation
Marion Heron, Nadya Yakovchuk, and Helen Donaghue