Usually, students are responsible for misconduct in the educational system. It goes beyond students' misconduct in exam centers. Education has been regarded as free from corruption and educators are held in high regard. This could be one reason for their participation in national electoral processes. In recent years, however, the educational system has been impacted by malpractice (Kayode 2015). Adesina ((2000) states that malpractice is a problem in the education system. It can take many forms, including pedagogy. Ojerinde (2002, supports Adesina) when he says that malpractice covers all acts committed by staff members in institutions, including academic staff. Dimkpa (2011) believes that academics commit malpractices in many ways. These are called 'pedagogic malpractices'. Pedagogic Malpractice is any type of mismanagement or maladministration in the classroom that affects learning and teaching (Serfontein & Waal 2015). A teacher who prefers a student to another is one example.

 Avetisyan (2014) and Khachatryan (2014) see it as an act of discrimination against an academic institution that favors a specific person. It can also refer to educational negligence or activities in institutions of learning that hinder students' learning abilities. Hallak, Poisson (2007), and Heyneman (2011) both state that pedagogic malpractices can take many forms and may occur at different locations. It also includes examination misconduct. Academic malpractices can include any form of negligence or misconduct committed in an institution of learning by students or members of staff. However, examination malpractice focuses only on the negligence committed by students and their cohorts during examinations. 

This paper examines pedagogic errors committed by educators in and outside of university classes at two universities in sub-Saharan Africa. This paper is based on social learning theory and begins by examining the history, scope, and types of pedagogic malpractice. The following sections describe the methodology followed before discussing and presenting the findings. The concluding section includes recommendations. 

A brief history of pedagogic malfeasance This was when educators failed to fulfill their duties as teachers. This is why pedagogic malpractices refer to the negligence or corruption of educators that negatively affect teaching and learning activities. Educational malpractices, on the other hand, refer to corrupt acts or negligence committed by other staff at an institution of learning. While the former may not directly affect learning and teaching, it is important to understand the scope of pedagogic malpractice. 

Scope of pedagogic malfeasance Farquhar (2003) defines pedagogy (quality teaching that allows learning to occur) To put it another way, pedagogy is the use of any technique, medium, or mechanism to ensure that learning occurs within a particular session/exercise. Bower (2010) supports this view, stating that teachers should improvise and use all materials to ensure students learn. Gamede and Uleanya (2017) identify quality teaching as the key to student success. Poor quality teaching and inept educators are examples of pedagogic malpractice. 

Neglecting to teach-related responsibilities by teachers is the most common form of pedagogic negligence at universities (Hutt & Tan, 2013; Uleanya & Gamede 2017, 2017). This can be compared to the practice in other professions like law, politics, and accounting (Norris 2014; Beigi. Asadi. Valiani & Mardani 2015). Yocum and Miller (2012) state that pedagogic malpractice stems from the inability of educators to teach and learn effectively. This can hurt students' future productivity and teaching methods. 

Social learning theory. Social learning theory considers learning to be a cognitive and social phenomenon. In this view, learning is a behavior that can be learned and unlearned by individuals in a given environment (Grisold & Kaira, 2017). This means that what a student learns can be unlearned if they make a conscious effort to do so. Bandura (1971), one of the most prominent proponents of social learning theory, stated that learning is a social phenomenon and involves processes such as reinforcement, motivation, attention, retention, reinforcement, and motivation. Weinstein, Ridley, and Dahl, as well as Weber (1989), were early advocates of social learning theory. They stated that educators are essential for these processes to succeed. Social learning theory encourages educators to be skilled and to know the best strategies to use in every teaching and learning activity. Joye and Wilson (2015) found that educators' age and gender have an impact on teaching and learning. While educators' personalities can have an impact on classroom activities and teaching strategies, students also learn from them.

 McBride and Daniels (2001), and Souriyavongsa Rany, Abidin, and Mei (2013), respectively, state that educators' task, the learning environment, and the availability of teaching and learning materials, are key factors that can affect educators' ability to transfer knowledge. Fook, Sidhu (2015), Marsh, and Butler (2013) all state that pedagogic malpractice is caused by factors such as feedback, volume, and assessment. Robertson, Line, and Jones (2000), Sawir (2006), Baker, Grant, and Morlock (2008), along with Serfontein, Waal (2014), state that pedagogic malpractices are caused by factors such as language policy and student-lecturer relationships. Bower (2010) asserts that educators should be able to improvise. Bower (2010) argues that educators should be able to improvise to ensure they deliver, particularly in situations where teaching and learning facilities are not available.

 Hutt (2013) and Tang (2013) argue that educators' inability to influence their students during learning and teaching activities amounts to negligence, malpractices, and this applies regardless of learner-related issues and the environment. Education is about ensuring that learners learn regardless of their environment. 

Students are often the victims of educational malpractices. Based on the profession they choose, educators are expected to avoid negligence or malpractice. Students who fail to do well academically or are unproductive can be blamed. 

They may be deemed playful, academically unbalanced, or facing a learning challenge. Pedagogic malpractice can rarely hinder students' learning. This includes university students. This is not true, as many unemployed and inept graduates have been made productive members of society. This study explores the various ways that pedagogic malpractices can be perpetrated at universities, and explores academic perceptions of pedagogic mischief.