Developmental biology is one of the fundamental sciences for understanding the basics of life and often intersects with social justice challenges facing society. This article describes an inclusive teaching activity for students and instructors to explore the interface between developmental biology, genetic diversity, and social justice. The instructor and students will choose a recent publication and use it as the basis for exploring the roles of specific genes characterized in autism from educational, emulative, and ethical perspectives. The assignment for students will include a discussion and demonstration of developmental neurobiology and principles of gene function within the nervous system, as well as ethical considerations for how individuals, as well as society as a whole, should consider genetic variations. Two frameworks are introduced for instructors to create an inclusive learning environment, including universal design for learning and multipartiality. Resources and examples are given throughout the article for instructors to use, and a suggested rubric is also provided. A post-activity self-reflection performed by the students will facilitate their own assessment of how the teaching activity has impacted their philosophical and social perspectives on genetic diversity. The short-term goal of the activity is to promote an immediate appreciation of neurodiversity among the participating students, and the long-term goal is to demonstrate the importance of neurodiversity for developing a just society.

This study presents a systematic review on the integration of Universal Design for Learning (UDL) in mathematics education to advance inclusive and equitable Scholarship of Teaching and Learning (SoTL) in South African higher education. Guided by the PRISMA 2020 framework, 126 records published between 2010 and 2025 were identified across Scopus, Web of Science, ERIC, Sabinet, and Google Scholar, with 42 studies meeting the inclusion criteria after quality appraisal. The review synthesises empirical and conceptual evidence on how UDL principles—multiple means of engagement, representation, and action/expression—are applied to promote participation, accessibility, and epistemic justice in mathematics education. Findings highlight persistent barriers, including curricular rigidity, inequitable assessment practices, resource limitations, and linguistic exclusion. However, enabling conditions such as culturally responsive pedagogy, multilingual instruction, and reflective professional communities demonstrate promise for inclusive transformation. The review concludes that integrating UDL within SoTL offers a rigorous and contextually responsive pathway to institutionalise inclusive pedagogical practices, particularly within the policy landscape shaped by the Language Policy Framework for Public Higher Education Institutions (2020). Recommendations emphasise curriculum redesign, flexible assessment, sustained professional development, and alignment of institutional policy with inclusive design principles. By situating UDL within SoTL, this study reframes inclusive mathematics education as both pedagogically robust and socially just, contributing to a more equitable higher education landscape.

The progressive rollout of integrated STEM education and robotics in primary education in Spain make it necessary to reflect on issues affecting consistency of delivery and areas for improvement. This paper presents a systematic review of practices in Spain using the PRISMA 2020 protocol, analyses their theoretical and practical coherence in light of international scientific literature, and identifies what improvements may be needed. The results confirm the need to combine cooperative and collaborative learning with project-based learning and scientific inquiry, and to integrate the areas of mathematics and natural sciences through robot design, construction, and programming. In addition, more focus should be placed on the use of low-cost robotic resources, such as programming boards, and the development of educational inclusion through Universal Design for Learning.

Lecture capture as Universal Design for Learning: a post-pandemic scoping review

In response to the rapidly evolving demands of twenty-first-century education, adaptive practices have emerged as essential for fostering effective teaching and learning across disciplines. This conceptual review integrates cross-disciplinary and policy perspectives to provide a comprehensive understanding of adaptive education. Drawing on evidence from educational psychology, instructional design, and organizational studies, the review examines foundational frameworks including constructivism, Self-Determination Theory, Universal Design for Learning, adaptive learning systems, and connectivism. The analysis demonstrates that adaptive practices enhance student engagement, motivation, and inclusion while promoting critical thinking, creativity, and resilience. Institutional policies, leadership support, and professional development are identified as key enablers for successful implementation, highlighting the interplay between individual educator adaptability and systemic structures. The review further explores implications for curriculum design, cross-disciplinary integration, and technology-enhanced learning, emphasizing strategies that prepare learners and educators to navigate complex, interconnected educational environments. By synthesizing theoretical and practical insights, this work provides a roadmap for advancing adaptive education in contemporary classrooms and institutions.

This article investigates how interaction with digital tools in Portuguese language classes impacts the development of reading and text production skills in Basic Education. The study analyzes, in particular, how such digital resources contribute to multiliteracies in school inclusion and the re-signification of assessment processes. A bibliographic research approach, with a qualitative methodology, was adopted, based on studies published between 2020 and 2025, organized into categories related to the pedagogical use of technologies, teacher mediation, Universal Design for Learning (UDL), and authentic assessment. The results indicated that virtual platforms, multimodal production tools, gamification resources, and artificial intelligence applications increase engagement, favor digital authorship, and can support students who are lagging behind, provided that the teacher acts with intentional planning and active methodologies. It was also evident that practices aligned with Universal Design for Learning and formative assessment enhance the participation of students with different profiles by offering multiple ways to access, express, and monitor their learning. It is concluded that technology, in isolation, does not transform the teaching of Portuguese; its effectiveness depends on teachers' digital competence, their ongoing training, and public policies that guarantee methodological conditions and pedagogical practices for a critical, inclusive, and equitable integration of digital resources.

This article proposes an integrated model of teacher training for inclusive education in Youth and Adult Education (EJA), developed in the context of Cônego José Vital Ribeiro Bessa Municipal Elementary School, in Mataraca, Paraíba. The qualitative investigation, inspired by action research, articulates document analysis, interviews with teachers, and observation of pedagogical practices to map gaps and potentialities in training to serve young people, adults, and elderly individuals with disabilities, Autism Spectrum Disorder (ASD), and high abilities. The theoretical framework integrates complexity pedagogy, historical-cultural mediation, andragogy, inclusive education, and Universal Design for Learning (UDL). Results show fragmentation in teacher training for inclusive EJA, especially regarding the care of students with disabilities in contexts of limited resources. The Integrated Model of Teacher Training for Inclusive Education in EJA (MIFDI-EJA), structured around political, pedagogical, technological, inclusive, and evaluative axes, is presented as a response that can guide collaborative, continuous, and contextualized training processes, strengthening an institutional culture sensitive to differences and committed to the right to education for young people and adults historically excluded.

This article offers a critical analysis of explanations for school marginalization by contrasting Non-Critical Theories and Critical-Reproductive Theories, discussing their implications for educational success and failure in the contemporary Brazilian context. The study begins by problematizing the social role of the school amid structural inequalities, examining how discourses of social mobility, meritocracy, the competency-based model, and the uncritical use of technology reinforce a neo-technicist perspective that obscures class struggle. Methodologically, this is a qualitative bibliographic study based on the analysis of classical works and recent contributions from the Sociology of Education, organized into categories that address theoretical foundations, explanatory tensions, and implications for curriculum, inclusion, and assessment. The findings indicate that Critical-Reproductive Theories remain essential to understanding mechanisms of social reproduction, yet they are insufficient to explain resistance practices, pedagogical innovations, and inclusive experiences that generate emancipatory possibilities within the school environment. Evidence shows that approaches such as multiliteracies, critical use of digital technologies, Universal Design for Learning, and authentic assessment can challenge reproductive logics and expand pathways of participation and success for students from working-class backgrounds. The study concludes that the school must be understood as a contradictory space in which reproduction and emancipation coexist, demanding an educational theory that is critical, inclusive, and committed to social justice.

ABSTRACT This cross-national comparative study validated a newly developed scale measuring educators’ implementation of inclusive education practices in Jordan and the United States and examined differences between the two countries, as well as the influence of formal training on these practices. A total of 275 educators (162 Jordanian, 113 U.S.) completed a 28-item survey assessing six domains: Classroom Environment and Accessibility, Curriculum and Instruction, Universal Design for Learning, Collaboration and Support, Behavioural and Social-Emotional Support, and Social-Emotional Learning. Confirmatory factor analysis supported the instrument’s construct validity in both samples, with acceptable to excellent model fit and strong internal consistency reliability. Comparative analyses revealed significantly higher mean scores across all domains for U.S. educators compared to their Jordanian counterparts, even after controlling for gender, age, education level, and formal training status. Additionally, formal inclusive education or special education training was significantly associated with higher inclusive practice scores across domains. These findings highlight cross-cultural differences in inclusive education implementation and emphasise the positive impact of formal training on educators’ inclusive practices. Implications for policy and professional development in diverse educational contexts are discussed.

This study reviews research on inclusive education through educational technology by exploring 184 Scopus-listed English-language publications published over the years 2010-2025 using systematic methods. We assess publication trends, citation relationships, where the work is published, who the authors are, how institutions are involved and funding sources to see the growth of this high-priority area of study. From 2010, we note a slow start, but from 2011 publications increased steadily until 2018. From 2019 to 2023, the pace of growth has been much faster, leading to an increase in annual publications over the last decade. Spanish, American and United Kingdom forces account for most of the participation, whereas developing countries are not strongly represented. The citation analysis indicates that the studies related to assistive technology, universal design for learning and teacher training represent the most significant literature in the area, and the average citations have increased more than three times since 2015. Network diagrams highlight the many joint research efforts among European nations, but opportunities for North-South cooperation are still limited. In fact, most of studies were supported, mainly by national education departments and the European Union framework. An analysis of keywords demonstrates how education has shifted focus, from using basic technology in the early 2010s to using artificial intelligence for personalized learning in the 2020s. The report ends by pointing out four major areas for future study as using virtual and augmented reality for students with special needs, addressing ethical considerations with AI in all schools, preparing all teachers to use technology in class and finding affordable technology for low-resource schools. These results provide proof for policymakers and highlight areas that should be looked into further.

The advancement of Digital Information and Communication Technologies (DICT) has driven the adoption of Virtual Learning Environments (VLEs); however, ensuring digital accessibility remains a critical challenge for the democratization of education. This article presents a bibliographic review aimed at mapping the current state of technological innovation for accessibility in VLEs, identifying key assistive technologies (ATs) and the pedagogical and technical challenges that limit their implementation. The methodology consisted of a systematic search in the Google Scholar, SciELO, CAPES Periodicals Portal, and ERIC databases for works published between 2020 and 2025. Results reveal a transition from static resources (such as screen readers and Sign Language plugins) to solutions based on Artificial Intelligence (AI) and real-time adaptive feedback systems. It was identified that the lack of accessibility in digital content and the lack of specific teacher training aligned with inclusive instructional design constitute the main barriers to the effectiveness of innovations. It is concluded that technological innovation in VLEs must be grounded in the principles of Universal Design for Learning (UDL) and the integration of smart tools to bridge accessibility gaps and promote autonomy for students with disabilities.

Facilitated reflection-based activities may support the development of reflective practice in medical trainees, an important activity in the process of professional identity formation. Digital storytelling is a multimedia reflection-based activity that expands upon traditional modalities and follows universal design for learning. There is a paucity of literature describing use of digital stories in graduate medical education trainees. We explored themes in digital stories by interns reflecting on experiences that impacted and shaped them as physicians. We performed a retrospective thematic analysis of digital stories created by Internal Medicine interns to describe themes of transformative learning experiences. All interns within a single residency program and at large, university-based health system participated in a reflection curriculum between July 2015 and June 2019. We considered 161 digital stories created during this time period for thematic analysis until we achieved saturation of themes. To foster understanding of the rich, complex data within digital stories we used an inductive approach to construct themes. We identified three themes from thirteen focused codes. Digital stories revealed interns use this modality to deeply describe experiences in which they (1) realized an aspect of their professional identity, (2) further understood or engaged with patients, (3) or recognized the challenges of the physician role. To our knowledge, this is the first thematic analysis of digital stories by graduate medical education trainees. We observed that digital storytelling gave interns an opportunity to reflect upon experiences informing their professional identity and patient stories. This activity allowed interns to share and understand challenges they faced. These themes align with the reflection prompt, indicating we met the curricular objectives, as well as key domains in professional identify formation. Through the rich themes identified, we demonstrate this unique technology-based modality effectively fosters deep, intentional, explicit reflection.

Inclusive education requires responsive curriculum adaptation to support learners with diverse communication needs, especially those who lack an effective voice. This article reports on a community engagement initiative in the Sekhukhune District of Limpopo Province, South Africa, aimed at enhancing curriculum adaptation practices in special schools. A central component of this initiative was a workshop on Augmentative and Alternative Communication (AAC), facilitated by the Department of Inclusive Education at the University of South Africa (UNISA). The training presented participants with AAC strategies and emphasised differentiated instruction, as well as visual and tactile supports, alongside assistive communication technologies. Guided by the principles of Universal Design for Learning (UDL), the workshop encouraged flexible teaching approaches that went beyond content modification to include adaptations in pedagogy, learning materials, and assessment practices. A qualitative design was used, involving 17 participants purposively selected from five special schools. This group comprised teachers, a professional nurse, a social worker, and support staff from each school. Data were gathered through focus group discussions, document analysis, and field notes, and were analysed thematically. The findings revealed systemic barriers such as inadequate professional training, limited resources, and overcrowded classrooms, all of which hindered effective curriculum adaptation. However, participants showed strong commitment to applying the inclusive strategies learned during the workshop. This study highlights the value of university-community partnerships in strengthening inclusive education and emphasises the need for sustained professional development, resource allocation, and intersectoral collaboration to improve curriculum adaptation in rural special schools.

This study provides an organized review of inclusive instructional practices in STEM education, from theoretical frameworks of Universal Design for Learning (UDL) and Differentiated Instruction (DI) to the design of practices. This review finds literature published from 2010 to 2025 and integrates the two frameworks that try to build an equitable, accessible, and flexible learning environment. Findings suggest that UDL focuses on the design of curriculum, removing learning barriers. While DI emphasizes that educators should tailor content, process, and assessments of each individual learner. Evidence indicates that inclusive instructional practices improve students' confidence, engagement, and academic performance, especially for students with diversity in STEM education. However, lots of barriers exist in implementation, like limited time, teacher preparation, lacking resource, and inadequate support from related institutions. All these reasons cause the gaps between theoretical designs and classroom realities. After integrating recent research, this review underlines the significance of inclusive instructional design with structural alignment and enough support. And the need for more empirically grounded research to improve the equity of STEM education.

Introduction Inclusive education (IE) in Higher Education (HE) has become a global priority, driven by the mandate of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). However, the implementation remains uneven, characterized by fragmented institutional responses and conceptual ambiguities. This article presents an international, critical narrative review of the advances and persistent challenges concerning IE for Students with Special Educational Needs (SEN) and Students with Disabilities (SWDs). Methodology A narrative review was conducted on international peer-reviewed literature and policy documents published mainly between 2015 and 2025. The analysis is critically structured around six dimensions: (1) conceptualizations of SEN and disability; (2) characteristics and academic trajectories of SWDs; (3) institutional and pedagogical models; (4) the use of digital and assistive technologies; (5) legislative and policy frameworks; and (6) the economic and financial costs associated with inclusion. Key findings The review confirms a necessary paradigm shift from the reactive Medical Model to the proactive, Rights-Based Model. Universal Design for Learning (UDL) and innovative, student-centered pedagogies are crucial tools for systemic change, supported by the transformative potential of emerging technologies like AI and Virtual Reality for personalization. Despite these advances, a critical gap persists between policy and practice. Major challenges include the persistent lack of faculty readiness to implement UDL effectively, fragmented policy management, and inadequate financial models that treat inclusion as a cost rather than an investment. Conclusion and implications Achieving genuine equity in HE requires moving beyond minimal legal compliance toward an integrated, systemic commitment. Future research must focus on longitudinal studies measuring the impact of UDL on retention, efficacy of faculty training, and developing robust, bifurcated financial models. The ultimate success hinges on redesigning the educational environment—pedagogically, technologically, and financially—to establish diversity as the institutional norm.

Education both replicates and reinforces hegemonic power structures in society. To change educational systems, it is imperative that teacher educators resist neoliberal forces and normative assumptions that value some over others, prioritize competition over collaboration, and use mechanisms of standardization and accountability to operationalize both. This study explores how embracing multiplicity, prioritizing collaboration over competition, and enacting Universal Design for Learning (UDL) principles in instructional design can transform learner and teacher educator relationships, outcomes, and experiences in their courses. The authors draw on their ongoing collective, situated self-study and critical collaborative inquiry of their pedagogical decisions and the impacts of these decisions on themselves and TCs within a demanding graduate teacher education program. As a result of this work, instructors and TCs were both able to simultaneously experience, imagine, and create greater possibilities for expecting, welcoming, and supporting the learner variability into their current and future classrooms.

Learning environments are increasingly expected to enable students to develop competencies necessary for addressing complex social, environmental, and technological challenges in sustainable societies. Within this context, instructional approaches that are inclusive, flexible, and learner-centered have gained increasing importance. This study investigates the effects of project-based learning (PBL) informed by Universal Design for Learning (UDL) principles on secondary school students’ 21st-century skills. Employing a mixed-methods embedded design, the quantitative component utilized a quasi-experimental pretest–posttest control group model. The study was conducted with 60 eleventh-grade students enrolled in a public high school, with one group receiving UDL-informed PBL instruction and the other following the standard curriculum. Data were collected using the 21st Century Learner Skills Usage Scale and analyzed through paired-samples t-tests, independent-samples t-tests, and ANCOVA. The findings revealed statistically significant improvements in the experimental group’s overall 21st-century skills, particularly in cognitive skills and collaboration and flexibility, with medium to large effect sizes. In contrast, the control group showed no meaningful gains, and a decline was observed in innovation skills. The results indicate that project-based learning informed by UDL principles constitutes an effective pedagogical approach for fostering inclusive and sustainable learning environments that support the development of future-oriented learner competencies. These findings further suggest that integrating UDL principles into project-based instructional models may contribute to competency-oriented and inclusive secondary education systems aligned with sustainability frameworks.

Abstract. This study investigated the efficacy of a training program based on Universal Design for Learning (UDL) principles, employing educational infographics to address perceptual deficits and improve basic academic skills in primary-grade children with Autism Spectrum Disorder (ASD). Utilizing a quasi-experimental intensive one-group pretest–posttest–follow-up design, the research focused on a purposive sample of six children (four males, two females) aged 6–8 years. Data were collected through standardized perceptual scales and a researcher-developed assessment of literacy and numeracy. Statistical analysis revealed significant improvements in visual perception (Z = -2.201, p < .05, r_{prb} = 0.89$) and basic academic performance (Z = -2.201, p < .05, r_{prb} = 1.00). Follow-up assessments indicated that gains were maintained one month post-intervention. The findings suggest that UDL-aligned infographics facilitated perceptual integration and enhanced instructional accessibility for participants. While the limited sample size restricts broader generalizability, these results provide preliminary evidence supporting visual mediation as a strategy to bridge the perceptual-academic gap in neurodiverse learners.

Master of Public Administration (MPA) programs play a critical role in preparing public servants. Thus, instructors must be proactive in ensuring equitable access to course knowledge. Universal Design for Learning (UDL) can support these efforts. UDL shifts focus from adapting the learner to altering the learning environment. UDL promotes flexibility in how students access, engage with, and demonstrate knowledge of course material. The syllabus is both a formal document and a pedagogical tool that sets the tone for the course and serves as an early opportunity for instructors to embed UDL principles. This study employs content analysis to examine the current integration of UDL practices into US-based MPA introductory course syllabi. These syllabi show some evidence of UDL practices, particularly around engagement and communication. Representation-related strategies are less evident in syllabi. Based on this analysis, we advocate ways to extend these practices in pursuit of more inclusive and accessible classrooms.

ABSTRACT Achieving Sustainable Development Goal 4 (SDG 4) relies on quality inclusive education, yet its development remains challenging worldwide, including in Australia and China. Although both countries have pursued inclusive education through systemic reforms, challenges persist in everyday teaching. Teacher attitudes are recognised as important for inclusive education, however, positive attitudes alone are insufficient to explain how inclusive education is realised in everyday teaching. This highlights the need to examine teachers’ pedagogical orientations as reflected in their attitudes towards approaches that aim to remove exclusionary barriers (e.g, the Universal Design for Learning (UDL) framework). This study surveyed attitudes towards inclusive education and inclusive pedagogical orientations, conceptualised through attitudes towards the UDL framework, among 120 Australian and 143 Chinese secondary school teachers. Independent samples t-tests, correlation, and regression analyses indicated that Australian teachers reported significantly more positive attitudes towards inclusive education and the UDL framework than Chinese teachers. Across the full sample, attitudes towards inclusive education significantly predicted attitudes towards the UDL framework, with a stronger relationship observed in Australia. The findings highlighted pedagogical orientation as an important explanatory layer between attitudes and inclusive practice, underscoring the need for coherent inclusive pedagogical frameworks to support teachers’ instructional decision-making across diverse educational contexts.