Universal Design for Learning in Strengthening Inclusive Learning
DOI:
https://doi.org/10.54518/nes.3.1.2025.1321Keywords:
Accessibility in Learning, Educational Technology, Inclusive Education, Learning Design, Universal Design for LearningAbstract
The diversity of learner characteristics has become a major challenge in developing, inclusive and equitable learning environments. Conventional learning approaches that rely on uniform instructional designs may create barriers for some learners in accessing, understanding, and demonstrating their knowledge. This article aims to analyze the role of Universal Design for Learning (UDL) in strengthening inclusive learning through a systematic literature review. The research employed a Systematic Literature Review (SLR) method by examining scientific articles published over the last five years from various academic databases. The findings indicate that UDL serves as a strategic approach that promotes learning flexibility through three fundamental principles: multiple means of engagement, multiple means of representation, and multiple means of action and expression. The implementation of UDL is also strengthened by digital technology development, which enables multimodal learning resources and more adaptive learning experiences. However, several challenges remain, including teacher readiness, institutional support, and resource availability. This study highlights that UDL provides a significant contribution to the development of inclusive, responsive, and learner-centered education systems by addressing diverse learning needs in contemporary educational contexts.
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