Roldan Bangalan
ABSTRACT
A learning design that has recently gained growing interest among instructors is the Universal Design for Learning (UDL). UDL is a framework that provides all learners with equal opportunities to succeed by offering multiple means of engagement, representation, and expression. This study utilized a descriptive research design employing a questionnaire to assess the instructors’ extent of practice of UDL principles and open-ended questions to gather data about participants’ realizations, challenges, and suggestions. Results revealed that instructors practice the principles of UDL to a very great extent, as assessed by both instructors and students. Teacher-participants realized that UDL enhances student learning by allowing greater opportunities for learners to demonstrate their knowledge and skills, while students perceived that UDL promotes inclusivity, respects diversity, and fosters equal opportunities to succeed. However, challenges were noted, including lack of student interest, insufficient digital learning tools, and limited internet-ready classrooms. Students also cited issues such as limited time for tasks, unclear presentations, difficulty accessing content, and unengaging teaching strategies. Teachers suggested enhancing UDL implementation through improved digital competence, upgrading educational technologies, strengthening internet connectivity, and adopting flexible learning approaches. Students recommended clearer content delivery, engaging activities, sufficient time allocation, and authentic assessments. UDL, therefore, reinforces diversity, equity, and inclusion in education.
Keywords: Universal design for learning, teacher education, course design, education for all, inclusive education
https://doi.org/10.57180/dvxt5872