Year: 2024
Type: article
Abstract: To comprehensively understand the application of Universal Design for Learning (UDL) in classroom instruction and to pinpoint existing challenges, an extensive literature review was undertaken, utilizing renowned databases such as ERIC, PsycInfo, Social Sciences Index, and Science Direct.This review yielded over 80 peer-reviewed articles encompassing empirical research studies, covering a wide range of educational stages from primary schools to universities.The 62 selected pieces of literature offered a wealth of information, enabling a detailed examination of the application of UDL in real-world classroom contexts.The findings from this review were meticulously organized and subjected to a thorough analytical process, focusing on three key dimensions: the general application of UDL principles, the specific strategies employed for implementation, and the evaluations of these strategies' effectiveness.The analysis revealed a landscape where the adoption of UDL principles is marked by a lack of systematic approaches and a shortage of clearly defined, tailored strategies.This has led to a varied picture in terms of outcomes, with some instances showing promising results while others falling short of expectations.The heterogeneity in the application and the inconclusive nature of the effectiveness underscore the need for further research and the development of more precise, contextually relevant UDL strategies to ensure that the principles of UDL are effectively translated into practice for the benefit of all learners.
Language: English
Subfield: Safety Research
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4407560707