Research Summary: Do you prefer UDL? Bridging the gap between students and faculty in the implementation of universal design for learning in higher education

A study in higher education investigated the alignment between faculty-implemented Universal Design for Learning (UDL) strategies and student preferences. While UDL aims to create accessible and equitable learning environments, the research sought to identify potential gaps between how UDL is applied by educators and how it is perceived or preferred by students. The study involved a quantitative comparison of perspectives from university students and faculty members.

Why it matters

This research addresses the effectiveness of educational strategies designed to enhance inclusivity and accessibility in learning. Understanding the alignment between faculty implementation and student preferences is critical for optimizing educational outcomes and resource allocation in inclusive education initiatives.

Key insights

• The adoption of Universal Design for Learning (UDL) is increasingly prevalent in higher education to foster inclusive, flexible, and equitable learning environments.
• A research gap exists concerning the degree of congruence between inclusive strategies implemented by faculty and the preferences of students.
• The study employed a quantitative, cross-sectional, non-experimental, and comparative methodology.
• A total of 196 participants, comprising 170 students and 26 faculty members, were involved in the study.
• Data collection was conducted using a structured questionnaire focused on effective strategies for inclusive higher education aligned with UDL principles.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1926831