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.
  • 2022 Journal of University Teaching and Learning Practice Awards

    We're really proud of the people that are part of our extended editorial, author, review, and reading community as we shape higher education practice.

    Outstanding Achievement Award

    Dr Alisa Percy, University of Technology, Sydney for her years of leadership, compassion, and courage in her capacity beginning as Associate Editor, and concluding as Senior Editor in 2021.

    Editor of the Year

    Dr Rebekkah Middleton, University of Wollongong, Australia as a long-term Associate Editor who stepped into the Senior Editor, Developing Teaching Practice in 2022.

    Highly Commended Editor

    Ms Carmen Vallis, University of Sydney, Australia for her leadership in peer review management and strategy.

    Paper of the Year

    Your success is our goal: An intervention for failing students by Dr Jenelle Benson, A/Prof Marilyn Chaseling, Dr Elizabeth Emmanuel, Dr Christos Markopoulos and Dr Julie-Ann Paredes, Southern Cross University, Australia.

    Most Influential Paper

    Student belongingness in higher education: Lessons for Professors from the COVID-19 pandemic by Prof Dianne Tice, Brigham University, USA; Prof Roy Baumeister, University of Queensland, Australia; Dr Joey Crawford, University of Tasmania, Australia; A/Prof Kelly-Ann Allen, Monash University, Australia; and Dr Alisa Percy, University of Technology Sydney, Australia for the highest Scopus citations in the year following publication.

    Reviewer of the Year

    Dr Robyn Phillips, Queensland University of Technology, Australia for critical feedback that supported developmental opportunities for authors during blinded peer review.

Current Issue: Volume 20, Issue 1 (2023) Quarterly Issue 4





An Interprofessional Peer Teacher Training program for health professional students: ‘face to face’ versus ‘online only’.
Annette Burgess, Christie van Diggele, Carl Schneider, Inam Haq, Delyse Leadbeatter, Sascha Kurunaratne, Susan McKenzie, Tyler Clark, Jaimie Henry, and Jacqueline Bloomfield


Effects of resit exams on student progression: An Australian case study
Nga Thanh Nguyen, Colin Clark, and John Juriansz


A rubric approach to assessing information literacy competency in tertiary curricula
Adrienne Burns, Lisa Lobry de Bruyn, and Susan C. Wilson



Teachers' pedagogical competences in higher education: A systematic literature review
Maria Alfredo Moreira, Begoña Rumbo Arcas, Tania Gómez Sánchez, Rosarío Bermejo García, María José Ruiz Melero, Neide Brito Cunha, Maria Aparecida Viana, and Maria Elizabeth Almeida