Research Summary: TILT supports universal design for learning principles and accommodations through collaboration among educators and students

A report from Frontiers in Education highlights how the Transparency in Learning and Teaching (TILT) framework supports Universal Design for Learning (UDL) principles through direct collaboration between educators and students. According to CAST guidelines, overcoming barriers to learning requires student agency and input, necessitating a co-design model for learning goals, activities, and tasks rather than relying exclusively on educators or accommodations specialists.

Why it matters

This framework matters because traditional top-down instructional design fails to adequately address diverse learning needs and accessibility barriers without direct learner engagement. Adopting collaborative co-design mechanisms enhances instructional efficacy and operationalizes Universal Design for Learning at scale. It shifts the strategic delivery of education from isolated accommodation services to systemic, transparent instructional practices.

Key insights

• Universal Design for Learning (UDL) principles emphasize developing purposeful, reflective, resourceful, authentic, strategic, and action-oriented learners as recommended by CAST.
• Educators and accommodations experts cannot independently identify optimal approaches to overcome learning barriers without direct input from learners.
• UDL guidelines advocate for a collaborative co-design framework between learners and educators regarding learning goals, activities, and tasks.
• Transparency in Learning and Teaching (TILT) serves as an evidence-based practice supporting learner-educator collaboration.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1895011