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The study evaluates academic journals, pedagogy, and inclusive practices to assess teaching effectiveness in higher education using experimental methods focused on reflection and literary analysis grounded in university experiences. Results highlight positive formative and developmental feedback, role-play for confidence and self-esteem, and active learning environments that promote inclusivity and improve academic performance.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-and-learning-process-to-enhance-teaching-effectiveness-a-literature-review/308763/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-and-learning-process-to-enhance-teaching-effectiveness-a-literature-review/308763.png","ImageObject",300,407,{"name":92,"@type":93},"Rowan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-09-20",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the purpose of evaluating the teaching and learning process in higher education?","Question",{"text":113,"@type":114},"The research aims to assess teaching effectiveness in a higher education setting and identify factors that create an effective and inclusive teaching and learning environment.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which research methods are used in the study?",{"text":118,"@type":114},"The study uses experimental research methods primarily based on reflection and literary forms, supported by data collection from secondary sources and questionnaire responses, with data triangulation for accuracy.",{"name":120,"@type":111,"acceptedAnswer":121},"What findings are reported about teaching effectiveness and student outcomes?",{"text":122,"@type":114},"Providing positive formative and developmental feedback and introducing role-play are reported to improve students’ confidence and self-esteem. 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It is referred as the combination of various elements within the process where an educator identifies and establish the learning objectives and develop teaching resources and implement the teaching and learning strategy. On the other hand, learning is a cardinal factor that a teacher must consider while teaching students. The paper evaluated various academic journals, pedagogy, and inclusive practices to assess the teaching effectiveness within the higher education setting. The objective of the research is to assess the teaching effectiveness in a higher education setting. The research used experimental research methods (primarily reflection) using literary forms to analyse the theory with the reinforcement of the practice from the university experiences. The research findings suggest that providing positive and adequate formative and developmental feedback, introduction of role-play has a profound positive impact on the students'confidence and self-esteem. It was also revealed that, active learning environment promotes inclusivity and improve the faculty and student academic performances. The research findings will enable the educators to help create and implement an inclusive teaching and learning environment to improve the learner’s expectation and academic performance.  \nKeywords:  \nTeaching; learning; effectiveness.  \n1 INTRODUCTION  \nLearning can be considered as change that is permanent in nature because change is brought into students by a teacher through techniques like developing specific skills, changing some attitudes, or understanding specific scientific law operating behind a learning environment (Sequeira, 2012) . However, in order to be an active learner in higher education, each student expects to be treated as an adult learner who has some right over the learning ambience in the form of asking questions and clearing of doubts (Michael, and Modell, 2003) . That is, students expect to have ownership over the learning session (Mitra, 2008; Pond & Rehan, 1997). Moreover, students also want their instructor to be cooperative and humorous who would teach clearly and usually use relevant examples so that the course material being taught becomes easy to understand, which I think is increasingly being required in classrooms today (Becker et al., 1990) .  \nThe research was initiated with the desire to complete the professional development milestone. The area of interest was a key factor for both the researcher’s current academic practice. As university lecturers, we have been in a continuous dialogue to see how we can ensure continuous improvement at our everyday lesson and thus realized an immense study that needs to be done in inclusive practice. With our current involvement in the higher education settings, we often use the term ‘inclusive education’ that sounds synonymous with education for children with disabilities, however, we have tried to look at the learning barriers in our higher education setting and found many mature students feel that they have barriers to learning. Multiple higher education research explored that the inclusion and equity in teaching and learning resulting in policy makers and scholars have been discussing the importance of widening participation in tertiary education (e.g., Bradley & Miller, 2010). Therefore, we always felt that promoting inclusive teaching and learning through different pedagogical approaches may not be enough. It is essential to ensure inclusive education i","cbCaioZ9XFjl9CFQ","https://ap.wps.com/l/cbCaioZ9XFjl9CFQ","pdf",205651,"English","# Abstract\n# 1 INTRODUCTION\n# 2 METHODOLOGY\n# 3 RESULTS AND DISCUSSION","[{\"question\":\"What is the purpose of evaluating the teaching and learning process in higher education?\",\"answer\":\"The research aims to assess teaching effectiveness in a higher education setting and identify factors that create an effective and inclusive teaching and learning environment.\"},{\"question\":\"Which research methods are used in the study?\",\"answer\":\"The study uses experimental research methods primarily based on reflection and literary forms, supported by data collection from secondary sources and questionnaire responses, with data triangulation for accuracy.\"},{\"question\":\"What findings are reported about teaching effectiveness and student outcomes?\",\"answer\":\"Providing positive formative and developmental feedback and introducing role-play are reported to improve students’ confidence and self-esteem. Active learning environments also promote inclusivity and improve faculty and student academic performance.\"}]","Teaching and learning process to enhance teaching effectiveness - a literature review | PDF",1789872260]