Universal Design For Learning Research Articles

Exploring the relevance of Universal Design for Learning implementation in the post-secondary landscape from the perspective of sustainability

This presentation showcases findings from a Canadian study which was carried out through 2023-24. This project explores an innovative facet of the momentum around sustainability within higher education, one that goes beyond the focus on environmental and operational preoccupations and concentrates on social and pedagogical sustainability. It examines the way the introduction of Universal Design for Learning (UDL) to a campus, through the creation of a cross-discipline community of practice, can (i) empower faculty to develop sustainable accessible practices within their own classroom, (ii) significantly reduce the reliance of the campus on accessibility services and reduce the pressure felt by these services, (iii) successfully integrate accessibility and inclusion within institutional strategic thinking around sustainability. The presentation synthesizes findings from a qualitative action-research project which examined perceptions and experiences of 14 stakeholders with different status and toles across the campus. The study adopted a phenomenological approach to data collection and analysis (Holland, 2014) and explored the participants’ own constructs in relation to the overlap between UDL and sustainability. Accessibility in the higher education has thus far been addressed through a medical model approach focused on retrofitting. In a nutshell, teaching and learning is designed for the ‘traditional learner’ and support services take on the task of supporting students who experience barriers in this design, with remedial, targeted services outside the classroom. The demographics of higher education, however, have changed widely over the last two decades, and retrofitting approaches are no longer sustainable. The volume of demand is growing exponentially, wait times increase, and the cost of Accessibility Services increases in a way that becomes unmanageable within most post-secondary campuses (NEADS, 2018). Universal Design for Learning (UDL) can address many of these strains on resources. Indeed, UDL is an emerging model for the management of diversity in the classroom which equips instructors to remove the majority of barriers to access to learning and support the needs of most diverse learners within the classroom itself (Al-Azawei et al., 2016). The literature highlights that most of the needs of diverse learners can be addressed with ease within the classroom itself once inclusive design and UDL are adopted and integrated as a mindset, across institutions (Baumann & Melle, 2019; Dalton et al., 2019). UDL can therefore address some of the concerns over the sustainability of current disability service provision models. The need for a sustainable lens in this area is therefore tangible and pressing. Accessibility services, student services personnel, and faculty are all painfully feeling first-hand the inability of the current structure to meet the needs of diverse learners and to address the volume of service requests. UDL has the potential to address this strain on support services and to re-empower faculty to create inclusive provisions within the classroom space. A practical example of this would be the considerable pressure placed on accessibility services to digitalize printed material or to seek alternate versions of PDFs that are shared in class but are not accessible with reading software. This is an example of costly, repetitive use of resources that can be solved sustainably by empowering instructors to use the UDL principles in their class design and not rely on print only or on non-accessible digital documents. This has immediate resource and funding implications. UDL integration represents a clear example of sustainable transformation: an initial focus on professional development with faculty leads to a reduction in spending and resources that are non-renewable (Fovet, 2017). The presentation showcases the wider implications for UDL development across the sector.

Building Bridges

One of the major challenges faced in learning design is fostering effective collaboration between Subject Matter Experts (SMEs) and learning designers (LDs) in the implementation of new pedagogies and learning technologies (Gottler, 2023). This area of Technology Enhanced Learning (TEL) practice is still emerging in nature, with an acknowledged need for more examples of effective approaches (Pollard & Kumar, 2022; Tay et al., 2023). The importance of this collaboration is amplified by the fact that both SMEs and LDs share a key stakeholder—the learner. To ensure the learner benefits fully, both parties must work together seamlessly, drawing on their complementary skills to deliver a learning experience that is both meaningful and impactful (Pollard & Kumar, 2022). This presentation serves as a case study, showcasing the processes used by the Institution’s LD team to build positive collaboration with SMEs to integrate new pedagogies and learning technologies in the development of asynchronous mathematics modules. In particular, this project involved the integration of two learning design principles, Universal Design for Learning (UDL) and the Cognitive Theory of Multimedia Learning (CTML) (CAST, 2024; Mayer, 2024), that were foreign to the SMEs, and learning technology that had not been used previously at the Institution in the form of lightboard video recordings. In the initial stages of this project, the Institution’s LD team encountered many of the issues previously reported in literature regarding working with SMEs, such as ambiguity of roles and tasks, power struggles between SMEs and LDs, and SME resistance to the use of new education technology and pedagogies (Chen & Carliner, 2020; Tay et al., 2023). To overcome these issues and to ensure the success of the project, a new approach was developed that prioritised clarity, communication and the common goal of building an excellent learner experience. The new approach drew on research into the factors that facilitated or hindered the relationship between SMEs and LDs, and included the following core principles: Mutual respect: LDs worked to build an environment where the expertise and time commitments of both SMEs and LDs were acknowledged and valued (Tay et al., 2023). Shared commitment: Processes were introduced to ensure that project goals were well defined and that a shared vision for the learning modules was established to foster a strong investment in the project's success (Chen & Carliner, 2020). In particular, we placed the learner experience at the centre of decisions regarding module design, by setting the student as the core “stakeholder” in design workshops. Common language: Steps were taken to establish a common language between SMEs and LDs by defining terms and processes to facilitate clear communication (Gottler, 2023). Empowering expertise: Both SMEs and LDs were empowered to contribute their unique skills to the project and given autonomy to make decisions during the design and implementation process (Chen & Carliner, 2020). For example, we acknowledged the expertise of our SMEs in classroom teaching and chose to record teaching videos without a formal script, yet based on an agreed scope and examples. This presentation will expand on how these principles were enacted practically to foster a strong partnership between SMEs and LDs characterised by effective communication, positive relationships and a strong sense of ownership of the project. The presentation will conclude by illustrating how this collaborative approach ultimately led to the successful completion of the project within constraints such as competing priorities and firm deadlines.

Transforming STEM Education with Design Thinking

This poster showcases the Technology-Enhanced Learning (TEL) pedagogy designed for a health discipline course at an Australian University. The use of the design thinking process for problem-based learning was implemented to enhance first-year students' creative and digital skills. Collaboration with the industry partners enabled an authentic learning experience. In the post-COVID era, students are more diverse, demanding, discerning, and inclined towards flexible learning to shape their educational experiences. To meet these evolving needs, we adhered to digital accessibility guidelines and Universal Design for Learning (UDL) principles, promoting inclusive education. A student-centric approach to TEL pedagogy is essential for delivering authentic and connected learning experiences (Ní Shé, 2022). In our health course, we designed interactive content using HTML5 Package (H5P) to create engaging learning materials and activities in health course modules. This included multiple-choice questions, interactive text, images, and videos, providing opportunities for students to answer questions, solve problems, and explore content knowledge. This also included formative feedback and opportunities for students to test their understanding. Additionally, design thinking was incorporated to allow students to test their understanding of the health applications, solve ‘wicked’ real-world problems and create human-centric solutions (Brenner et al., 2016). In a three-week course module, Week 1 presented an open-ended real-world problem, designed and developed in collaboration with an industry partner, to help students understand user needs and pain points. Later in the week, students defined the problem by narrowing the scope down and identifying characteristics of the user persona. In Week 2, students ideated multiple responses to the defined problem, utilising problem-solving skills and creativity (Jia, Jalaludin, & Rasul, 2023) to think critically and brainstorm the appropriate solutions using Miro, and then created a low-fidelity prototype to meet the user requirements. In Week 3, students applied their knowledge to test the solution against user needs, constructively aligned with the industry practices. Through the experience of design thinking to solve open-ended, real-world problems, we employed problem-solving learning pedagogy to develop an iterative process of group work (Dam?a & Wittek, 2020). Academics acted as facilitators rather than traditional lecturers, providing support and resources as needed, but allowing students to take the lead. Students took responsibility for their learning by collaborating to explore design thinking and refining their solutions as they gathered information and feedback from various sources, integrating their own disciplinary knowledge as jigsaw pieces (Calkins & Rivnary 2022). For the purpose of authentic assessment, we designed challenging activities that required students to apply design thinking in problem-solving. The assessment tasks focused on both the process and the final solution, as well as the reflective component, including self-assessment and peer assessment. Students increased their effort towards this problem-based assessment because it held more real-life relevance and allowed them to apply their knowledge and skills in practical contexts.

Navigating the Virtual Environment

In the ever-evolving landscape of higher education, the intersection of learning spaces and technology presents unprecedented opportunities to enhance student experiences. This poster highlights the effective use of 360-degree technology to create immersive digital learning experiences across various STEM disciplines in an Australian University. This poster demonstrates the implementation of Universal Design for Learning (UDL) principles in virtual laboratory tours. Our 360-degree virtual tours embody UDL's core principles (Meyer et al., 2014) by offering multiple means of engagement through immersive experiences, representation via diverse media formats (textual overlays, audible descriptions, graphical elements, and interactive hotspots). By adhering to digital accessibility guidelines (Ismailov & Chiu, 2022), it ensures that our virtual laboratory inductions cater to a wide range of learning preferences and needs, potentially enhancing the effectiveness of STEM education for diverse student populations. Traditional induction processes are often delivered face-to-face, facing challenges like time constraints, safety concerns, and limited accessibility. The COVID-19 pandemic has further highlighted the need for flexible, remote learning solutions (Rapanta et al., 2020). 360-degree virtual tours overcome barriers by immersing students in a digital environment, allowing them to become familiar with procedures before entering physical space (Tan & Tan, 2021). This technology also supports dynamic learning environments, enhancing teaching effectiveness and student engagement (Christopoulos et al., 2018). The effectiveness of 360-degree virtual tours has been demonstrated across various areas, from hospitality education to construction safety training (Pham et al., 2018; Patiar et al., 2017). Virtual tours offer numerous benefits, including cost-effectiveness, accessibility, and enhanced engagement. They also support authentic, experiential learning without time or location constraints, potentially improving knowledge retention and attitudes toward learning (Cardona et al., 2023). A key benefit of 360-degree technology is its web-based implementation, making experiences accessible across a wide range of devices and operating systems. While implementation may require some initial investment in hardware and expertise, the availability of consumer-grade tools and simple workflows makes adoption increasingly feasible for educators (Tan & Tan, 2021). This poster outlines the process of developing, implementing, and evaluating 360-degree virtual tours. The development phase began with the implementation of virtual tours in ten laboratories with large enrollments. Using specialised cameras (Insta360 X3), we captured spherical photographs of these laboratories, allowing students to virtually explore as if physically present. To enhance interactivity and educational value, we integrated various elements such as hotspots, videos, and quizzes using SharePoint Space and H5P platforms. The implementation phase involved incorporating these virtual tours into the online laboratory induction process. We seamlessly integrated the tours with existing course management systems to ensure easy access for students. For evaluation, we focused on qualitative assessment methods to gain insights into student experiences and perceptions on aspects such as ease of navigation, perceived realism, and overall utility of the virtual tours. This assessment was conducted through surveys and informal discussions, offering valuable feedback on the virtual tours' effectiveness in preparing students for physical laboratory work.

Better than Nothing? An Analysis of AI-Generated Lesson Plans Using the Universal Design for Learning & Transition Frameworks

Since ChatGPT launched in 2022, teachers and administrators have had the challenge of using generative Artificial Intelligence (AI) effectively while minimizing the negative consequences of its presence in schools. Today, AI-enabled lesson plan generators such as Diffit and MagicSchool AI are widely available to teachers, but no research has explored the quality of the lesson plans these tools produce. This leaves administrators with few guidelines to support teachers’ effective use of these products. This study addresses this need by using qualitative content analysis methods to compare the outputs from these AI lesson plan generators. We analyzed the extent to which these outputs matched an evidence-based lesson planning framework: Universal Design for Learning/Universal Design for Transition (UDL/UDT). Results show that AI-generated lesson plans have minimal alignment with UDL/UDT and require teacher-initiated modifications to successfully support learners with diverse needs. These findings suggest that the products of AI lesson plan generators may lack the specificity needed to provide novel ideas for experienced teachers, although they may be useful for teachers in their inductive years, or occasionally for experienced teachers. We conclude with suggestions to align AI-produced lesson plans with the UDL/UDT tenets of engagement, representation, and expression.

THE IMPORTANCE OF INCLUSIVE EDUCATION IN TEACHING WRITING

Inclusive education focuses on integrating students with a range of abilities and needs into mainstream classrooms, ensuring equal opportunities for academic achievement. This article examines the role of inclusive education in writing instruction, emphasizing strategies that enable all students, irrespective of their challenges, to engage in and benefit from the writing process. It discusses key approaches such as differentiated instruction, assistive technology, Universal Design for Learning (UDL), and collaborative learning, all of which contribute to fostering an inclusive writing environment. Differentiated instruction adapts teaching techniques to meet diverse student needs, while assistive technologies like text-to-speech and speech-to-text support students with disabilities in overcoming writing challenges. UDL provides flexible methods to engage students and offer various ways to express ideas, ensuring writing assignments cater to different learning preferences. Collaborative learning further enhances writing skills by facilitating peer feedback and idea sharing. Drawing on qualitative research, case studies, and educator interviews, this article illustrates how inclusive practices can empower all students to become confident, skilled writers. Although challenges like insufficient resources and the need for continued teacher development remain, the advantages of inclusive writing instruction are evident, creating an environment where all students can excel academically and build essential communication skills.

The two ends of the tertiary education spectrum

Tertiary education over the past ten years has seen a significant increase in learner diversity and the variability. Learners today are not a homogeneous group, instead they bring a variety of rich cultures, abilities, multiple and intersectional identities, varied lived experiences, and educational backgrounds. What was once known as the non-traditional or under-represented learner, today it is more common experience with the increase in international learners, refugees, asylum seekers, neurodiverse learners, carers, vulnerable learners, widening participation and access learners. We know this variability exists with the increase in learners registered with the disability or wellbeing services, a targeted approach to recruiting international learners and the widening access and participation efforts. While variability and diversity should be celebrated it does require adequate resources and funding, inclusive support structures and systems to be put in place, as well providing staff professional development. With this change there is an opportunity through enhancement that involves ‘doing new things or doing established things in different ways’ (QAA Scotland 2022, p.6). Inclusive education, “understood as equal access and opportunities, has become a guiding principle of higher education agendas” (Timus et al. 2024, 473). Across institutions there is a plethora of inclusion allies, advocates, initiatives, strategies, polices and professional development supports, so why are so many learners leaving courses, not engaging, not attending and certainly not seeing the value of education. Is it the pendulum shift toward marketisation, commercialisation and privatisation that learners are not seeing institutions as spaces and places of equity and justice but factories where money needs to cross hands? Where on this spectrum is the balance for enhancement and could universal design and universal design for learning be at least the starting point?

보편적 학습설계와 증거기반교수를 적용한 수학 수업이 초등학생의 곱셈·나눗셈 성취도와 수학적 학습 태도에 미치는 효과

Objectives The purposes of this study was to examine the effects of mathematics instruction, incorporate Universal Design for Learning(UDL) and evidence-based instruction, on the multiplication and division achievement and mathematical learning attitudes of 4th grade elementary school students with typical or low achievement in mathematics. Methods The study involved 46 subjects, comprising students from two 4th-grade classes in a public elementary school in Seoul. The subjects were divided into experimental and control groups, with each group further subdivided based on their level of mathematics achievement. The experimental design employed a pretest-posttest control group design along with a repeated measures design. Improvements in students’ multiplication and division achievements were analyzed using a hierarchical linear growth model, while differences in attitudes towards mathematical learning were assessed using paired samples t-tests and analysis of covariance(ANCOVA). Results First, the rate of change in multiplication and division achievement among students with typical math performance in the experimental group was statistically significantly higher than that in the control group. Second, the rate of change in multiplication and division achievement among students with low math performance in the experimental group was significantly higher than that in the control group. Third, within the experimental group, students with low math performance demonstrated a significantly greater rate of improvement in achievement compared to students with typical math performance. Fourth, students in the experimental group showed statistically significant improvement in most areas of mathematical learning attitudes. Finally, there was no statistically significant difference in mathematical learning attitudes between the two subgroups of the experimental group, except for their level of confidence in multiplication and division. Conclusions First, mathematics instruction incorporating Universal Design for Learning (UDL) and evidencebased instruction was effective in improving multiplication and division achievement as well as mathematical learning attitudes among 4th grade elementary students. Finally, it can be inferred that this approach could be an effective method for ensuring foundational academic skills and bridging achievement gaps in general education settings with diverse student characteristics.

Building inclusive Learning Development spaces ‘…but we don’t have time for universal design’

This project sets out to convert a Continuous Professional Development (CPD) workshop on Dyslexia awareness into a series of mini asynchronous learning experiences. The aim is that learning and teaching staff will access the short asynchronous activities by scanning a Quick Response (QR) code; these activities will provide a brief insight into relevant examples of neurodiverse experiences, followed by tips on changes to professional practice that can embed inclusive and universal design. Universal Design for Learning (UDL) is an ethos that we all strive for in our various roles in learning development; It embraces the principles of the social model of disability, which the Office of Students (2019) states ‘is not about “fixing” the individual but about restructuring environments and attitudes around them’. As highlighted by Dettmer and Welton (2024, p.62) the learning community seeks to promote the social model of disability when promoting inclusive learning environments. Stripe and Ntonia’s article on implementing change for inclusive teaching (2023) highlights that the challenges faced include lack of time for staff CPD, negative attitudes towards reasonable adjustments, and mindsets that are not conducive to inclusivity. These factors are sector wide; time is precious for many learning and teaching staff, and attending CPD workshops, particularly when it means adding to an existing heavy workload, are not typically at the top of priority lists. However, as proposed, engaging in a 30-60 second asynchronous activity, might lead to some ‘quick wins’ for the adoption of universal design principles. The proposed short asynchronous activities discussed here are based on experiences of neurodiverse learners when faced with non-inclusive environments, and provide strategies that can be immediately implemented. It is hoped that by scanning a QR code and engaging in learning experiences ‘on the go’, this approach will encourage staff to see that inclusive and universal design can start with small changes and have a fundamental impact on students’ learning experiences.

Not Another PDF, please: Using ThingLink scenarios and Camtasia to build engaging virtual learning objects

In this resource showcase, I presented ‘Refine Your Writing: Better Proofreading,’ a multimedia digital learning sequence I created as a Writing Skills Officer in the Academic Skills Service of the University of Southampton. This learning object sprang from my (and colleagues’) dissatisfaction with existing resources about proofreading: these largely elevate the ‘what’ over the ‘how,’ comprising little more than checklists of potential errors to look out for. I set out to create a resource that went beyond cataloguing to instead equip students with active strategies to interact with and enhance their texts. In developing this resource, I followed best practices conveyed via the Learning Object Review Instrument (LORI), as well as Universal Design for Learning (UDL) principles (Leacock and Nesbit, 2007; CAST, 2018). My presentation outlined how the ThingLink ‘Scenarios’ feature can be used to build inclusive virtual objects through which learners advance at their own pace. Incorporating original videos edited in Camtasia, the result was a resource that was not only accessible, but more likely than a text-based webpage or narrated PowerPoint webinar to sustain learners’ interest. Indeed, I argued that aesthetics and delivery energy must be prioritised in the creation of digital objects whose use is suggested to, but not required of, university learners (i.e., resources maintained by academic skills services, writing centres, and so on). Although the primary focus was on inclusive virtual objects, my presentation was of interest to conference attendees looking to expand their knowledge of the IT skills, software, and platforms underpinning their resource designs. To support this, I shared my ‘lessons learned’ after diving into ThingLink and Camtasis with this project.

A framework for training graduate students and campus communities in inclusive teaching.

While graduate student teaching assistants (TAs) contribute significantly to university education, many graduate programs across diverse disciplines offer limited formal pedagogical training. In turn, many researchers informally develop teaching and mentoring skills as they advance to faculty positions or related careers. This can perpetuate a lag in the implementation of inclusive educational environments despite the clear benefits demonstrated by recent pedagogical research. For instance, the integration of inclusive teaching strategies like universal design for learning, growth mindset feedback, and the use of relatable role models in curricula may help increase the persistence, success, and self-efficacy of traditionally underrepresented groups in the sciences. Additionally, research indicates that training graduate TAs in evidence-based practices may have benefits beyond teaching efficacy, such as greater confidence in research preparedness and science communication-skills applicable to any scientific field or career path. Here, we developed and implemented an inclusive teaching series for a marine science department that included: (i) campus-wide pedagogical journal article discussions and knowledge-sharing, (ii) expert-led interactive workshops on evidence-based teaching strategies, and (iii) a graduate TA professional development module on inclusive lesson planning with opportunities to teach and receive feedback. Based on our experiences, we share a framework and resources to facilitate a broader adoption of formalized TA training in inclusive teaching practices within graduate programs across a variety of fields.

Increasing teacher confidence in using universal design for learning to support students’ developmental skills through teacher education at tier 1

ABSTRACT Children’s participation and success within the school environment are dependent on developmental and school readiness skills that extend beyond academic skills, including motor, visual, visual motor integration, social, and self-regulation skills. Students enter kindergarten with a varying range of school readiness skills and developmental needs, while teachers may lack the time, support, or ability to address them. A pre-test/posttest design was used to deliver a Universal Design for Learning approach to teacher education on motor, visual, visual motor integration, social, and self-regulation skill development to 12 kindergarten and first-grade teachers using an occupational therapist-teacher collaborative teaching model. Additionally, this approach facilitated opportunities for teachers to integrate skill development within their classrooms. An author-generated survey was used to capture teachers’ self-reported confidence and knowledge of skill development. Comparing pre- and post-survey scores, using the Wilcoxon Rank Test, indicates that the method used in this study has a statistically significant effect in increasing teachers’ knowledge of developmental skills and confidence in providing classroom interventions to support student participation. These results support Universal Design for Learning’s effectiveness in supporting children’s developmental skills through occupational therapist-teacher education.

Using PPI and UDL principles to design a gastrointestinal endoscopy patient information video series

Abstract Introduction Patients undergoing GI endoscopy often experience anxiety and due to limited health literacy. Traditional paper-based information leaflets are often not sufficient to accommodate for the diverse way in which people consume information. Public and patient involvement (PPI) and universal design for learning are two well-described pedagogical principles. We wanted to use these principles to design more effective patient education materials. Objectives Given the heterogeneity of resources available to patients, the authors wanted to develop a high-quality and trustable video resources for patients that would be available on our hospital website. These videos would be co-designed by patients and ancillary staff, through the formation of a key stakeholder panel. Results Using PPI principles, we were able to improve the relevance and quality of our content, through the use of storyboards and the expertise of the stakeholder panel. Through the three key UDL principles of multiple means of representation, engagement and action and expression, we were able to ensure that our videos were accessible and appropriate for all of our patients. Initial feedback from stakeholders and patients provided valuable insights, prompting necessary adjustments for accuracy and patient understanding. This comprehensive approach underscores the commitment to enhancing healthcare delivery. Our project is the first guide in combining both pedagogical principles in the development of patient information and education materials. Conclusions The meticulous steps taken, from stakeholder engagement to video production, reflect a commitment to inclusivity and patient-centred care. Ongoing evaluation and feedback mechanisms ensure continuous improvement, contributing to the overall success and sustainability of the digital service. Key messages • This is the first research/patient education piece designed using both PPI and UDL principles. • The importance of patient-centred educational design is key to improving health literacy and education in our patients.

SCALE FOR PRE-SERVICE SCIENCE TEACHERS’ KNOWLEDGE IN DESIGNING INCLUSIVE LEARNING: CONSTRUCTION, VALIDATION, AND RELIABILITY

Scale development is essential in testing constructs and variables in social research, including education. Scales that meet the rules of validity and reliability are developed using standardized procedures. This research focuses on scale production to create reliable and valid construct measures to assess teacher knowledge in designing inclusive learning, using three frameworks, namely Technological Pedagogical and Content Knowledge, Backward Design, and Universal Design for Learning. Research on this issue involves measuring organizational and psychological constructs, which present unique challenges because they are generally unobservable, very abstract, often complex, and may consist of several different components. As a result of this complexity, developing this scale was challenging. The production of this scale followed Boateng et al., and the field test involved 259 pre-service teachers. The Rasch Rating Scale Model analysis was used to test the scale and produced 18 items that have high reliability (0.96). This scale can be used nationally to assess teachers' ability to implement inclusive education. The scale also applies as a teacher self-assessment tool for developing their competence.

Educating For All: Keys To Inclusive And Equitable Teaching

This article addresses the importance of inclusive and equitable education in the classroom context. It examines key strategies that educators can implement to meet the diverse learning needs of over 400 students from varying cultural, linguistic, and cognitive backgrounds. By integrating approaches such as differentiated instruction, Universal Design for Learning (UDL), and culturally responsive teaching methods, educators can foster an environment where all students thrive. The study focuses on the effectiveness of these inclusive teaching methods in a larger sample, assessing their impact on academic performance across a broad population of learners.

Translation and Transcultural Adaptation of the Universal Design for Learning Observation Measurement Tool (UDL-OMT)

Universal Design for Learning (UDL) is a widely accepted educational approach in the United States, and its adoption is increasingly observed in Europe and other international contexts. This growing implementation necessitates the development of standardized criteria for consistent evaluation of UDL in educational settings. This study describes the methodology for translating and cross-culturally adapting the UDL Observation and Measurement Tool (UDL-OMT), originally developed by Basham et al., into French and Italian. It also reports the results of a pretest conducted to evaluate the adapted instruments. Preliminary results indicate a high degree of adaptability of UDL-OMT for use in the French- and Italian-speaking regions of Switzerland. These results are discussed in the context of the potential for wider dissemination and validation of the instrument in French- and Italian-speaking classrooms.

Universal Design for Learning (UDL) in Heritage Education: A Multimedia Approach to ‘Phra Aphai Mani’

Even though classic literature has cultural and educational value in heritage education, students often have trouble becoming interested because of the archaic language, a lack of good learning materials, the idea that the literature is not relevant, and complicated plots. This research aims to enhance heritage education by identifying barriers and drivers in youth engagement with classic Thai literature and exploring how Universal Design for Learning (UDL) principles could be applied to increase motivation in learning classic literature through multimedia. Ten interviews with experts, 100 on-site questionnaires filled out by students aged 15–25 years, and a multimedia e-book were used together in this mixed-methods study. As a case study, the researchers asked both experts and students to read the Thai classic poem “Phra Aphai Mani: Escaping from the Sea Witch” and make suggestions for how it could be better. The results show that there are barriers to heritage education, such as ‘the story is not connected to the present’ (mean = 4.52/5), ‘archaic vocabulary and language barriers’ (mean = 4.36/5), and ‘learning materials’ (mean = 4.25/5). Surprisingly, Thai students showed more positive attitudes towards literature courses than expected based on international trends. Key drivers for enhancing heritage education include ‘classic literature in modern, easy-to-read language’ (mean = 4.65/5), ‘including multimedia’ (mean = 4.58/5), ‘the plot/story adapted to the current era’ (mean = 4.50/5), and ‘new presenting technologies’ (mean = 4.49/5). Next, as an innovative way to improve heritage education, this study developed a free e-book titled “Phra Aphai Mani: Escaping from the Sea Witch”, which includes motion graphics and other multimedia elements. This research contributes to knowledge by demonstrating how UDL can be applied to classic literature within heritage education, enhancing understanding of student needs, and creating more effective, inclusive multimedia teaching methods for preserving and transmitting cultural heritage.

Blended learning and the universal design for learning: Practical implications and students’ perceptions

ABSTRACT The incorporation of universal design for learning (UDL) in higher education holds promise for enhancing student engagement and fostering deeper learning experiences. This case study delves into the implementation of UDL in a blended graduate course by examining students’ perceptions of their learning encounters. Data collection involves an online survey followed by in-depth semistructured interviews, with the aim of gaining insights into participants’ perspectives. This study highlights the significance of thoughtful consideration of instructor presence in blended learning settings where physical presence may be limited. The attributes of UDL courses, such as flexibility, clarity, and rigour, significantly influence student experiences. This study contributes valuable insights to the existing UDL literature in higher education, informing the creation of more inclusive and engaging blended learning initiatives. The study’s outcomes have the potential to offer guidance to educators, instructional designers, and policymakers seeking to effectively integrate UDL principles into blended learning environments.

Ungrading’s Impact on Learning and Autonomy: Insights from an Empirical Study

Library and Information Science (LIS) is an interdisciplinary field that integrates principles from various disciplines, including computer science and the humanites, positioning itself uniquely within STEM. This paper explores the adoption of ungrading in STEM-focused LIS courses and challenges grading paradigms to foster more inclusive and effective learning environments. Through a mixed-methods study involving thirteen graduate students, the research examines the impact of ungrading on student engagement, learning effectiveness, and perceptions of the learning environment. The research is ongoing, but preliminary findings suggest that ungrading reduces stress, shifts focus towards mastery, supports interest-driven learning, and promotes student responsibility for their own learning. The effects align with Universal Design for Learning (UDL) principles, suggesting that ungrading can enhance educational access and equity. This study contributes to the discourse on pedagogical innovation in LIS education and advocates for a shift towards assessment methods that emphasize learning and improvement over traditional grading schemes.

Crisis – Challenge – Coherence: Combining Universal Design for Learning and Sense of Coherence

The study investigates the effectiveness of using the Universal Design for Learning (UDL) approach as a trauma-sensitive pedagogy strategy in higher education. By integrating the concepts of UDL and Salutogenesis, we aimed to develop a tool that promotes healthy learning, problem-solving, and motivation among students. Salutogenesis emphasizes the development of a Sense of Coherence (SoC), which serves as a tool for stress resilience and restoration. To assess the impact of UDL practices on SoC levels, we administered a Sense of Coherence-13 questionnaire before and after implementing UDL practices in English language classes at a polytechnic university. All the students in the study had experienced traumatic events caused by the current crisis in Ukraine. The study focused on demonstrating that UDL practices can serve as a restorative and inclusive tool. The results indicate that the application of UDL practices led to an increase in SoC levels, demonstrating their potential for promoting restoration. Additionally, teacher interviews were conducted to identify the challenges and benefits of implementing UDL practices.