SHAPING THE FUTURE OF EDUCATION: THE ROLE OF UNIVERSAL DESIGN FOR LEARNING IN ADAPTIVE AND INCLUSIVE ECOSYSTEMS

Antonella Coppi, Sabrina Lucilla Barone

Abstract


The research analyses Universal Design for Learning (UDL) as a framework for inclusive educational environments, combining bibliometric mapping with empirical data on study approaches, beliefs, anxiety, and resilience. This integrated approach enables the development of personalised teaching strategies. Educational trust, Spaced Learning, Flipped Inclusion, and artistic practices expand the horizons of formative possibilities. The teacher emerges as an empathetic guide, capable of weaving together pedagogy, technology, and relational care.

Keywords


Pedagogy of Inclusion; Adaptive Learning Environments; Systemic Pedagogy

Full Text:

PDF

References


Almeqdad, Q., Al Khateeb, J., Al-Sabbah, S., & Khatib, A. (2023). Universal design for learning: A systematic review and meta-analysis. Journal of Education and Learning, 12(2), 112-130.

Ayyal Awwad, A. M. (2023). A universal design for an adaptive context-aware mobile cloud learning framework using machine learning. Journal of Mobile Multimedia, 19(3), 707–738. https://doi.org/10.13052/jmm1550-4646.1934

Banwari, A. R., Dambisya, P., Khumalo, B., & van Tonder, K. (2023). A design justice approach to Universal Design for Learning: Perspectives from the Global South. In A. P. Mooney, J. A. Reiss, & P. Wake (Eds.), Higher education for good: Teaching and learning futures (pp. 373–395). Open Book Publishers. https://doi.org/10.11647/OBP.0363.16

Basham, J. D., Israel, M., Graden, J., Poth, R., & Winston, M. (2010). A comprehensive approach to RTI: Embedding Universal Design for Learning and technology. Learning Disability Quarterly, 33(4), 243–255. https://doi.org/10.1177/073194871003300403

Biesta, G. (2013). The Beautiful Risk of Education. Routledge.

Boysen, G. A. (2024). A critical analysis of the research evidence behind CAST’s universal design for learning guidelines. Policy Futures in Education, 22(7), 1219–1238. https://doi.org/10.1177/14782103241255428

Bray, A., Devitt, A., Banks, J., Sanchez Fuentes, S., Sandoval, M., Riviou, K., Byrne, D., Flood, M., Reale, J., & Terrenzio, S. (2024). What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level. British Journal of Educational Technology, 55(1), 113–138. https://doi.org/10.1111/bjet.13328

Bronfenbrenner, U. (2002). Ecologia dello sviluppo umano. Il Mulino.

Capp, M. J. (2017). The effectiveness of Universal Design for Learning: A meta-analysis of literature between 2013 and 2016. International Journal of Inclusive Education, 21(8), 791–807.

CAST. (2018). Universal Design for Learning Guidelines version 2.2. CAST

Connell, B. R., Jones, M., Mace, R., Mueller, J., Mullick, A., Ostroff, E., Sanford, J., Steinfeld, E., Story, M., & Vanderheiden, G. (1997). The principles of universal design. Center for Universal Design, North Carolina State University.

Coppi, A. (2017). Community Music. Nuovi orientamenti pedagogici. FrancoAngeli.

Coppi, A. (2020). L'arte come strumento ponte per apprendere nelle piccole scuole. Formazione & Insegnamento, 18(1s), 182–191.

Coyne, P., Pisha, B., Dalton, B., Zeph, L. A., & Smith, N. C. (2012). Literacy by Design: A Universal Design for Learning Approach for Students With Significant Intellectual Disabilities. Remedial and Special Education, 33(3), 162–172.

Craig, S. L., Smith, S. J., & Frey, B. B. (2022). Professional development with Universal Design for Learning: Supporting teachers as learners to increase the implementation of UDL. Professional Development in Education, 48(1), 22–37. https://doi.org/10.1080/19415257.2019.1685563

De Beni, R., Moè, A., Cornoldi, C., Meneghetti, C., Fabris, M., Zamperlin, C., & De Min Tona, G. (2014). AMOS: Abilità e motivazione allo studio. Prove di valutazione e orientamento per la scuola secondaria di secondo grado e l’università (Nuova ed.). Erickson.

De Giuseppe, T., & Corona, F. (2017a). Flipped Inclusion, Between Theoretical and Experimental Didactics: For an Existential Model of Inclusive Personality. International Journal of Digital Literacy and Digital Competence, 8(1), 50–59. https://doi.org/10.4018/IJDLDC.2017010104

De Giuseppe, T., & Corona, F. (2017b). La classe capovolta: Innovare la didattica con la flipped classroom. FrancoAngeli.

Dipace, A. (2014). Formare i docenti alla didattica inclusiva attraverso le ICT. In D. Dato (a cura di), La sfida dell'inclusione. Competenze e formazione nella scuola dell'infanzia (pp. 157–172). Progedit.

Edyburn, D. L. (2010). Would you recognise Universal Design for Learning if you saw it? Ten propositions for new directions for the second decade of UDL. Learning Disability Quarterly, 33(1), 33–41.

Elias, T. (2011). Universal Instructional Design Principles for Mobile Learning. International Review of Research in Open and Distance Learning, 12(2), 143–156.

Espinoza-Ramos, G. R. (2024). Making education for sustainable development (ESD) more inclusive and engaging through universal design for learning (UDL): A case study at the Westminster Business School. In W. Leal Filho, A. M. Azul, L. Brandli, P. G. Özuyar, & T. Wall (Eds.), An agenda for sustainable development research (pp. 651–669). Springer. https://doi.org/10.1007/978-3-031-65909-6_36

Fovet, F. (2024). Cases on effective Universal Design for Learning implementation across schools. IGI Global. https://doi.org/10.4018/978-1-6684-4750-5

Glass, D., Meyer, A., & Rose, D. H. (2013). Universal Design for Learning and the arts. Harvard Educational Review, 83(1), 98–119. https://doi.org/10.17763/haer.83.1.33102p26478p54pw

Griful-Freixenet, J., Struyven, K., Vantieghem, W., & Gheyssens, E. (2021). Teacher beliefs about UDL and inclusive practices: A cross-national study. European Journal of Special Needs Education, 36(3), 456-472.

Haegele, J. A., Holland, S. K., Wilson, W. J., Maher, A. J., Kirk, T. N., & Mason, A. (2024). Universal design for learning in physical education: Overview and critical reflection. European Physical Education Review, 30(2), 250–264. https://doi.org/10.1177/1356336X231202658

Han, J., & Lei, Y. (2024). Teachers’ inclusive beliefs and UDL practices. Educational Studies, 50(1), 88–102.

Horna-Saldaña, C., & Canaleta, X. (2024). Application of Universal Design for Learning and digital fabrication in the creation of a tool for inclusive teaching of the ordering of chemical elements. Journal of Chemical Education, 101(12), 5261–5271. https://doi.org/10.1021/acs.jchemed.4c00679

Johnstone, C. J., & Niad, T. (2022). UDL as a travelling concept: A global analysis. International Review of Education, 68(2), 155–174.

King-Sears, M. (2009). Universal Design for Learning: Technology and pedagogy. Learning Disability Quarterly, 32(4), 199–201.

Loiodice, I. (a cura di). (2018). Pedagogie. Sguardi plurali sul sapere dell'educazione. Progedit.

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. CAST Professional Publishing.

Molbæk, M., & Hedegaard-Sørensen, L. (2023). Teachers’ agency in inclusive education through the lens of UDL. Scandinavian Journal of Educational Research, 67(4), 579–594.

Morin, E. (1999). La testa ben fatta: Riforma dell'insegnamento e riforma del pensiero. Cortina Editore.

Mortari, L. (2015). Filosofia della cura. Raffaello Cortina Editore.

Ok, M. W., Rao, K., Bryant, B. R., & McDougall, D. (2017). Universal Design for Learning in Postsecondary Education: A Systematic Review of Empirical Research. Journal of Postsecondary Education and Disability, 30(3), 209–223.

Perianes-Rodríguez, A., Waltman, L., & van Eck, N. J. (2016). Constructing bibliometric networks: A comparison between full and fractional counting. Journal of Informetrics, 10(4), 1178–1195. https://doi.org/10.1016/j.joi.2016.10.006

Redstone, A. E., & Luo, T. (2024). Empowering learners in higher education: Redesigning an online computer science course through Universal Design for Learning implementation. TechTrends, 68(5), 869–881. https://doi.org/10.1007/s11528-024-00980-z

Rivoltella P. C. (2014a). Episodes of Situated Learning. A New Way to Teaching and Learning. Research On Education And Media, 6(2), 79–88.

Rivoltella, P. C. (2024b). Neurodidattica. Insegnare al cervello che apprende (2ª ed.). Raffaello Cortina.

Rogers-Shaw, C., Carr-Chellman, D. J., & Choi, J. (2018). Universal Design for Learning: Guidelines for Accessible Online Instruction. Adult Learning, 29(4), 155–166.

Roski, M., Sebastian, R., Ewerth, R., Hoppe, A., & Nehring, A. (2024). Learning analytics and the Universal Design for Learning (UDL): A clustering approach. Computers & Education, 214, Article 105028. https://doi.org/10.1016/j.compedu.2024.105028

Salgarayeva, G., & Makhanova, A. (2024). Making computer science accessible through Universal Design for Learning in inclusive education. International Journal of Engineering Pedagogy, 14(5), 109–122. https://doi.org/10.3991/ijep.v14i5.48811

Sibilio M. (2013). La didattica semplessa. Liguori.

Spooner, F., Baker, J. N., Harris, A. A., Delzell, L. A., & Browder, D. M. (2007). Effects of Training in Universal Design for Learning on Lesson Plan Development. Remedial and Special Education, 28(2), 108–116.

Trinchero, R. (2024) Lo studio di caso. In https://pedagogiasperimentaleonlinedfe.wordpress.com/lo-studio-di-caso/ (ultimo accesso 29/04/2025).

Van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523–538.

Waitoller, F. R., & Thorius, K. A. (2016). Cross-pollinating Culturally Sustaining Pedagogy and Universal Design for Learning. Review of Research in Education, 40(1), 311–336.

Zhang, Y., Choi, Y., & Lee, M. (2022). Personalised learning environments based on UDL principles: Effects on self-regulation and motivation. Educational Technology Research and Development, 70(2), 775–794.




DOI: https://doi.org/10.32043/gsd.v9i1.1476

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN printed: 2532-3296