Academic Journal
Q1Journal of University Teaching and Learning Practice
About Journal of University Teaching and Learning Practice
About Journal of University Teaching and Learning Practice
Journal of University Teaching and Learning Practice is a peer-reviewed scholarly journal (Australia). It focuses on Q1. Publication coverage spans 2016-2025.
Key indicators: ISSN 1449-9789; H-index 34.
Understanding This Journal's Metrics
Journal metrics help researchers assess fit, but they must be interpreted in context:
- H-index (34): 34 articles have each received at least 34 citations, indicating growing recognition.
Publishing in Journal of University Teaching and Learning Practice
When considering this journal, verify its current indexing status, editorial board, and recent publications to ensure it meets your needs for visibility and credibility.
- Scope fit: Confirm your research aligns with Q1. Off-scope manuscripts are typically desk-rejected quickly.
- Author guidelines: Follow formatting, reference style, and article-type requirements exactly — non-compliant manuscripts may be returned without review.
Is This Journal Right for Your Paper?
- Audience match: Will the journal's readers cite and build on your findings?
- Timeline: Higher-tier journals mean longer review and higher rejection risk. Balance prestige against your schedule.
- Indexing: Confirm indexing in Web of Science, Scopus, and PubMed (if biomedical) meets your institutional requirements.
- Open access needs: Check funder mandates and whether the journal offers compliant OA options.
Frequently Asked Questions
What is the ISSN of Journal of University Teaching and Learning Practice?
1449-9789.
What are Journal of University Teaching and Learning Practice's metrics?
H-index 34.
Is Journal of University Teaching and Learning Practice peer-reviewed?
Yes — it is a peer-reviewed scholarly journal indexed in major academic databases.
Source-backed journal facts
Topics in published research
Higher Education Practises and Engagement; Evaluation of Teaching Practices; Online and Blended Learning; Reflective Practices in Education; Student Assessment and Feedback; Education and Critical Thinking Development.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
Disrupting Western Norms and Making Space for Indigenous knowledges in the Graduate Certificate in University Learning and Teaching
Kerry Hall, Dr Kelly Shoecraft
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Trixie James, Tracey Muir, Nicoli Barnes
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Olukayode E. Apata, Peter Oyewole, Segun Ajose, Ibrahim Adisa et al.
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Jiahui (Jess) Luo, Sarah Eaton
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Timothy Miller, Karina Liles, Tegan Hartmann
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Anne Siri Kvia
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Laivi Laidroo, Kätlin Vanari
2026-09-05 · DOI: 10.53761/kqwc4728“The teacher didn't really care about my wellbeing or academic success”: Students’ experiences of unkindness in higher education
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2026-09-05 · DOI: 10.53761/jdprq205Relevance, social inclusion, and recognition of status passage: How master's students find value in co-badged and dual-listed curricula
Khristine Grace Valdellon, Lauren Jane Carpenter, Russell L. Taylor, Susan Rowland et al.
2026-09-05 · DOI: 10.53761/n2hhrd83Autoethnographic Reflections of Constructivist and Student-Centred Teaching in Internationalised Undergraduate Classrooms
Bryce Anderson
2026-06-19 · DOI: 10.53761/pm6kcm75Design-Based Research in Higher Education: Analysing Examples Through Activity Theory and Bakker’s Five Characteristics
Thomas Cochrane, Kelly Galvin, Gavin Buskes, Lionel Lam et al.
2026-06-09 · DOI: 10.53761/fndvmz42Investigating Students’ Perceptions of Ethical Principles in Translation Teaching in the AI-Mediated Era
Huong Nguyen, Anh Vo
2026-06-09 · DOI: 10.53761/9h4acj49Enhancing Simulation Training through Immersive Reality: MESH360
Stephen Aiello, Thomas Cochrane, Claudio Aguayo
2026-06-09 · DOI: 10.53761/ma83x498Enhancing Methodological Integrity with GenAI: A Multi-case Study of Experiential Learning using Sequential Augmented Analysis
Manuel Etesse, Alexandra Shimabukuro, Piero Beretta, Jorge Li et al.
2026-06-09 · DOI: 10.53761/tmq0ks13Co-Designing For Integrity: A Student Partnership Approach to Developing Ethical AI Literacy Resources in Higher Education
Nantana Taptamat, Marnie Holt, Dom McGrath, Tiarna McElligott et al.
2026-06-09 · DOI: 10.53761/m1vv5t24“AI Should Help them Learn, Not Learn for Them”: University Staff Perspectives on the Role of Generative AI in Education
Helen Enright, Deanna Horvath, Katja Petrovic, Bojana Šarkić et al.
2026-05-29 · DOI: 10.53761/d5n2yh02Reviews
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Version History
October 9, 2026 at 8:10 pm
September 25, 2026