Teaching in Highe Educa ion
C i ical Pe spec i es
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T ans o ming highe educa ion: a systema ic e iew o
acul y aining in UDL and i s benefi s
Anabel Mo iña, Ra ael Ca ballo & Ana Doménech
To ci e his a icle: Anabel Mo iña, Ra ael Ca ballo & Ana Doménech (24 Feb 2025):
T ans o ming highe educa ion: a sys ema ic e iew o acul y aining in UDL and i s benefi s,
Teaching in Highe Educa ion, DOI: 10.1080/13562517.2025.2465994
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T ans o ming highe educa ion: a sys ema ic e iew o acul y
aining in UDL and i s bene i s
Anabel Mo iña
a
, Ra ael Ca ballo
a
and Ana Doménech
b
a
Depa amen o de Didác ica y O ganización Educa i a, Uni e sidad de Se illa, Se illa, Spain;
b
Depa amen o
de Didác ica, Uni e sidad de Cádiz, Pue o Real, Spain
ABSTRACT
This pape p o ides a sys ema ic e iew o Uni e sal Design o
Lea ning (UDL) in he uni e si y con ex , ocusing on wo main
hemes: acul y aining and he bene i s o UDL o s uden s. A
o al o 20 s udies in ol ing 5,656 pa icipan s (363 acul y
membe s and 5,293 s uden s) we e iden i ied, add essing how
he implemen a ion o UDL and i s impac on s uden s can be
enhanced h ough app op ia e acul y aining. The indings
sugges ha speci ic aining in UDL inc eases eaching
compe ence and p omo es inclusi e and e ec i e pedagogical
p ac ices. Addi ionally, he e ec i eness o UDL in s uden s’
academic expe iences was analyzed, demons a ing ha UDL-
based pedagogical app oaches imp o e lea ning, accessibili y,
and pa icipa ion o all s uden s, including hose wi h disabili ies.
This s udy highligh s he impo ance o in eg a ing UDL in o
acul y aining and i s posi i e impac on he uni e si y lea ning
en i onmen .
ARTICLE HISTORY
Recei ed 8 July 2024
Accep ed 21 Janua y 2025
KEYWORDS
Uni e sal design o lea ning;
highe educa ion; acul y
aining; bene i s
In oduc ion
Inclusi e educa ion has eme ged as an essen ial componen in c ea ing ai , equi able,
and accessible educa ional sys ems o all s uden s, wi hou excep ion (UNESCO
2021). Inclusion d i es ans o ma i e changes ha p omo e lea ning and pa icipa ion,
ac ing as an an ido e o exclusiona y p ac ices agains he mos ulne able g oups (Lia-
sidou and Liasidou 2023).
The con ex o highe educa ion (HE) is a ac ing an inc easing numbe o s uden s
om di e se backg ounds (Maku e 2024). This places a esponsibili y on uni e si ies o
examine and modi y hei policies, cul u es, and p ac ices o p omo e inclusion and
di e si y. Facul y membe s mus no only add ess ‘equal oppo uni ies’ o all lea ne s
bu also enable educa ional jus ice o all (Lindne and Schwab 2020). To achie e inclus-
i e educa ion, i is necessa y o ensu e all lea ne s’ p esence, pa icipa ion, and achie e-
men (Ainscow 2020). In addi ion, he s uden body’s di e si y mus be conside ed
© 2025 The Au ho (s). Published by In o ma UK Limi ed, ading as Taylo & F ancis G oup
This is an Open Access a icle dis ibu ed unde he e ms o he C ea i e Commons A ibu ion License (h p://c ea i ecommons.o g/
licenses/by/4.0/), which pe mi s un es ic ed use, dis ibu ion, and ep oduc ion in any medium, p o ided he o iginal wo k is p ope ly
ci ed. The e ms on which his a icle has been published allow he pos ing o he Accep ed Manusc ip in a eposi o y by he
au ho (s) o wi h hei consen .
CONTACT Ra ael Ca ballo [email p o ec ed]
Supplemen al da a o his a icle can be accessed online a h ps://doi.o g/10.1080/13562517.2025.2465994.
TEACHING IN HIGHER EDUCATION
h ps://doi.o g/10.1080/13562517.2025.2465994
b oadly as an en iching elemen , and lea ning op ions o all lea ne s mus be o e ed
om he ou se (S en i o d and Kou sou is 2021).
In his scena io, inclusi e eaching and lea ning a e undamen al o designing and
de eloping pedagogies, cu icula, and assessmen s ha a e meaning ul and accessible
o all s uden s (Hi ch, Mac a lane, and Nihill 2015).
Uni e sal Design o Lea ning (UDL) ep esen s a p ac ical educa ional app oach o
e ec i ely implemen ing inclusi e educa ion in HE (Da ies, Schelly, and Spoone 2013;
Liasidou 2014; Schelly, Da ies, and Spoone 2011). The e a e di e en app oaches o
implemen ing an inclusi e educa ion based on equi able p ac ices (inclusi e design,
co-design, design jus ice, pa icipa o y design), o app oaches eme ging om Uni e sal
Design (Uni e sal Design o Lea ning; Uni e sal Ins uc ional Design; Uni e sal Design
o Ins uc ion). Howe e , each app oach has i s pa icula i ies. In he case o UDL, i is a
s uc u ed app oach wi h p inciples and guidelines ha di e en ia e i om o he s. UDL
aims o c ea e a mo e accessible lea ning en i onmen o an inc easingly di e se s uden
body, mo ing away om he adi ional ‘one-size- i s-all’ model and educing he need
o speci ic adap a ions o ce ain s uden p o iles (Black, Weinbe g, and B odwin 2014;
Hills, O e end, and Hildeb and 2022).
As HE ins i u ions mo e owa ds g ea e inclusion, UDL o e s a p ac ical oadmap,
p omo ing a lea ning en i onmen ha espec s and alues di e si y in all i s o ms
(Healy, Banks, and Ryde 2023; H omalik e al. 2024). Howe e , i s implemen a ion is
challenging, pa icula ly ega ding he aining o acul y membe s o acili a e i s use
and ensu e i s long- e m sus ainabili y. While some au ho s acknowledge i s bene i s
(Ba e a and Moline 2023), o he s ques ion i s e ec i eness, a guing ha he e is insu i-
cien empi ical e idence o he ad an ages o his app oach (C ea en 2024). The e o e,
his sys ema ic e iew aims o explo e how acul y membe s a e ained in UDL, he
impac i has on hei eaching p ac ices, and he ex en o which UDL is e ec i e o
s uden s.
Uni e sal Design o Lea ning in Highe Educa ion
Based on he p emise ha s uden di e si y is he no m a he han he excep ion, UDL
aims o c ea e cu icula ha a e lexible and accessible om he ou se (CASP 2018; H o-
malik e al. 2024). This in ol es designing ins uc ional ma e ials, con en , assessmen s,
and lea ning en i onmen s ha conside he needs and capabili ies o all s uden s,
he eby acili a ing equi able pa icipa ion. UDL posi s ha a single me hod is ine ec i e
in mee ing all s uden s’ needs; he e o e, i is necessa y o o e mul iple pa hways o
achie e educa ional goals (Gadsden and Goegan 2023).
Wi h an emphasis on di e si y, inclusion, and echnology, UDL has he po en ial o
add ess p essing issues in highe educa ion such as low pe sis ence, e en ion, and com-
ple ion a es (Healy, Banks, and Ryde 2023). Al hough he e a e many easons o d op-
ping ou o uni e si y, a signi ican one is ha eaching p ocesses make lea ning
challenging, especially o s uden s wi h disabili ies. Aspec s such as lexibili y and accessi-
bili y in eaching, he use o pa icipa o y me hods o oppo uni ies o es ablishing good
ela ionships wi h acul y membe s con ibu e o he e en ion o s uden s wi h disabili ies
a he uni e si y (Snijde s e al. 2018). The e o e, i is claimed ha imp o ing inclusi e
p ac ices has a di ec impac on uni e si y success (McKinney and Swa z 2022).
2 A. MORIÑA ET AL.
One o he mos no able bene i s o UDL is i s abili y o accommoda e s uden a ia-
bili y by o e ing mul iple means o engagemen , ep esen a ion, and exp ession. The i s
p inciple in ol es unde s anding why s uden s wan o lea n, wha mo i a es hem, and
why hey a e in e es ed in he con en being augh (Gadsden and Goegan 2023). Imple-
men ing his p inciple is mos challenging (Fo e 2020; Gadsden and Goegan 2023). Edu-
ca o s should aim o de elop a s uden -cen e ed eaching app oach. In his sense, UDL
inc easingly aligns wi h c i ical pedagogies, which hold ha eaching and lea ning should
help s uden s mo e om passi e o ac i e pa icipa ion and o e hem meaning ul and
c i ically o ien ed expe iences. This o en en ails a pa adigm shi whe e he meaning and
impo ance o indi idual eali ies a e acknowledged h ough he collec i e cons uc ion
o knowledge (F ei e 2005; Oli ei a e al. 2024). In his con ex , pa icipa o y me hod-
ologies play a undamen al ole (Fo e 2021).
The p inciple o mul iple means o ep esen a ion emphasizes he impo ance o p e-
sen ing in o ma ion in di e en o ma s o ca e o he di e si y o ways s uden s pe cei e
and unde s and he con en . Fo example, s uden s exhibi di e en channels o in o -
ma ion ecep ion (Bandle and G inde 1982) – isual, audi o y and kines he ic. In
u n, hese ways o in eg a ing and p ocessing in o ma ion a e in e mingled wi h a
a ie y o con ex ual ac o s and de e minan s ha in luence he lea ning p ocess, hus
ob aining di e en hy hms and lea ning needs ha mus be add essed in he class oom
(Valencia e al. 2018). As a esul , some s uden s may bene i mo e om w i en ex s,
while o he s may be e comp ehend h ough isual o audi o y media. The e o e, i is
essen ial o use a ied sou ces and esou ces.
UDL also p omo es mul iple means o ac ion and exp ession, in ol ing di e si ica ion
in assessmen and os e ing a p o ound pedagogical ans o ma ion. This means ha s u-
den s should no assume a passi e ole bu should be o e ed lexibili y in how hey con-
ibu e o he con en and de elopmen o he cou se (Ba e a and Moline 2023; Fo e
2020).
Nume ous au ho s ha e concluded ha UDL, ini ially designed o s uden s wi h dis-
abili ies, is bene icial o he lea ning o all s uden s (Behling and Posey 2023; Black,
Weinbe g, and B odwin 2014; Fo e 2020). I allows o he inclusion o all s uden s
by p o iding a se o p inciples and guidelines o de elop cu icula and pedagogy ha
achie e his goal. Ba e a and Moline (2023) highligh ha pa icipan s in hei s udy
eel mo e engaged when acul y membe s conside hei opinions and alue hei
e o s. In he case o disabili y, his app oach educes he need o disclose i by ac ing
p oac i ely and minimising he need o accommoda ions, such as ex a ime on
exams o he adap a ion o ma e ials (Behling and Posey 2023; Healy, Banks, and
Ryde 2023; Spae h and Pea son 2023).
Despi e hese bene i s, UDL is no an educa ional app oach ee o c i icism. Some
conce ns lie in he possibili y o inad e en ly ma ginalizing s uden s wi h disabili ies
by ocusing on mee ing he needs o all lea ne s while a oiding e e ence o disabili y.
C ea en (2024) a gues ha ‘un il he senso y and social needs o disabled s uden s a e
me , ins uc ional app oaches like UDL canno p o ide an equi able lea ning expe ience
o many disabled s uden s’ (1). In his ega d, Dolmage (2015) wa ned ha , while he ‘all
lea ne s’ app oach o UDL is well-in en ioned, a oiding e e ence o ‘disabili y’ educes
i s po en ial as a alued iden i y. O he c i ical poin s abou he UDL lie in aspec s such as
lack o esea ch suppo and e idence o e ec i eness, inadequa e ope a ionaliza ion,
TEACHING IN HIGHER EDUCATION 3
o e emphasis on di e si y in lea ning, o e emphasis on ma ching ins uc ion o di e se
ways o lea ning, o o e gene alized neu oscien i ic jus i ica ions (Boysen 2021). Mo e-
o e , Mu phy (2021) a gues ha esea ch designs in s udies o UDL app oaches do no
ollow good p ac ice, elying on anecdo es a he han es ing hei e ec i eness. Despi e
he c i icisms, Boysen (2021) acknowledges ha UDL guidelines include p ac ices wi h
po en ial o be e ec i e, so i is necessa y o examine his app oach ca e ully and con inue
o conduc esea ch o be e unde s anding and imp o emen .
In ela ion o p ac ice, i is impo an o no e ha implemen ing UDL is a p ocess ha
akes ime; edesigning eaching and assessmen equi es ime and should be concep u-
alised as con inuous e lec ion on p ac ice, in which acul y aining is undamen al
(Fo e 2021).
Facul y T aining in UDL as an Essen ial Ing edien o Inclusion
As desc ibed, UDL o e s a p omising amewo k o c ea ing mo e inclusi e and acces-
sible lea ning expe iences in highe educa ion. Howe e , i s p ac ical implemen a ion
equi es adequa e acul y aining o o e come cu en ba ie s and ensu e class oom
applica ion. This is because acul y membe s o en ind i s p ac ical implemen a ion
complex (H omalik e al. 2024). A lack o unde s anding and p ope aining on UDL
is a signi ican obs acle. Indeed, he li e a u e has widely no ed he need o pedagogical
aining o uni e si y acul y (Redshaw and Deehan 2024; Shaw 2023). G i ul-F eixene
e al. (2017) ound ha many acul y membe s do no add ess he lea ning needs o s u-
den s wi h disabili ies because hey eel unp epa ed o each hem. Izzo, Mu ay, and
No ak (2008) e alua ed acul y pe cep ions o UDL and ound ha many acul y
membe s needed o be made awa e o UDL and equi ed aining o in eg a e i p ope ly
in o hei ins uc ion. Hills, O e end, and Hildeb and (2022) highligh ed ha only
29.3% o acul y epo ed ha ing a good o comple e unde s anding o UDL.
I is, he e o e, essen ial ha acul y ecei e app op ia e aining o implemen UDL
e ec i ely. Timuș e al. (2024) a gue ha highe educa ion ins i u ions mus in es in
inc easing he unde s anding and p ac ical applica ion o inclusi e eaching h ough p o-
essional de elopmen . Black, Weinbe g, and B odwin (2014) emphasize ha he edu-
ca ion and aining o educa o s a e i al o educing ba ie s and nega i e a i udes
and inc easing amilia i y wi h s uden s wi h disabili ies. Howe e , no all aining has
a signi ican impac , and some spo adic, sho , o op ional sessions do no always lead
o a change in p ac ices (Hills, O e end, and Hildeb and 2022).
Finally, UDL aining appea s o ha e signi ican posi i e e ec s. H omalik e al.
(2024) examined he e ec s o a ou -day UDL aining and ound ha pa icipan s
inc eased hei knowledge o UDL and we e mo e capable o applying i in hei wo k.
In o he s udies, Schelly, Da ies, and Spoone (2011) and Allen and Ande son (2020)
ound ha UDL aining esul ed in mo e ecep i e a i udes owa d s uden s wi h dis-
abili ies and he c ea ion o mo e lexible cou ses. Da ies, Schelly, and Spoone (2013)
e alua ed a UDL module and ound ha 92% o acul y pa icipan s el mo e com o a-
ble add essing s uden s’ needs a e comple ing he aining, and 83% had mo e knowl-
edge o UDL.
Al hough o he sys ema ic e iews ha e add essed UDL in highe educa ion, none
conduc ed o da e ha e ocused explici ly on he analysis o uni e si y acul y aining
4 A. MORIÑA ET AL.
in UDL and he bene i s o UDL o s uden s. Fo example, Robe s e al. (2011) con-
duc ed an analysis o s udies ocused on UDL. Al hough hey did no analyze i s
bene i s, hey concluded ha mo e esea ch is needed on he impac o UDL. Seok,
DaCos a, and Hodges (2018) pa ially explo ed he e ec i eness o UDL, while
Sch e le e al. (2019) ocused hei e iew on he STEM a ea. Gunde son and
Cumming (2022) e iewed s udies on he uses and bene i s o audio podcas s o lea ning
and hei ela ionship wi h UDL. Finally, o he e iews, including he uni e si y s age,
ocused on all educa ional le els (Almeqdad e al. 2023; Yang e al. 2024).
The e o e, we aim o ad ance he knowledge o UDL in highe educa ion and
p o ide empi ical e idence on how UDL acul y aining expe iences a e de eloped
in e na ionally and he bene i s his app oach has on s uden s’ academic expe iences
in uni e si y.
Me hod
This sys ema ic e iew consis ed o se en s eps. Fi s , we conduc ed an in-dep h e iew o
o he sys ema ic e iews on UDL and HE (Appendix 1). This allowed us o unde s and
wha had been p e iously esea ched and he main indings so ha we could o mula e
ou esea ch ques ions in he second s ep. Analyzing his in o ma ion was undamen al
o a oid epea ing wo k done in o he e iews and o p o ide new, ele an , and necess-
a y in o ma ion o ad ance he knowledge on UDL.
Subsequen ly, sea ch desc ip o s we e de ined, and da abases we e selec ed. In he
ou h s ep, inclusion and exclusion c i e ia we e de ined. Following his, me hodological
quali y c i e ia we e es ablished. Nex , da a ha answe ed he esea ch ques ions we e
ex ac ed a e e iewing he pape s. Finally, he da a we e analyzed using a sys em o
ca ego ies and codes, and answe s o he esea ch ques ions we e ob ained. To ensu e
he quali y o he sys ema ic e iew, he li e a u e sea ch was based on he P e e ed
Repo ing I ems o Sys ema ic Re iews and Me a-Analyses (PRISMA) s a emen
(Page e al. 2021), as shown in Figu e 1 ( lowcha ).
Resea ch Ques ions
The esea ch ques ions ha guided his sys ema ic e iew we e wo old. 1) How a e
acul y membe s ained in UDL, and how does his aining impac hei eaching p ac-
ices? This i s esea ch ques ion encompassed s udies ha desc ibed he design and
de elopmen o aining p og ams ocused on UDL and e alua ed hei implemen a ion
and he e ec s on eaching p ac ice. 2) Wha a e he bene i s o UDL on s uden s’ uni-
e si y expe ience? This ques ion sough o ob ain e idence o he e ec i eness o
UDL and i s impac on s uden s’ uni e si y expe ience.
Explo a ion and Da abase Sea ch
The sea ch was conduc ed in h ee da abases equen ly used in o he sys ema ic e iews:
Scopus, Educa ion Resou ces In o ma ion Cen e (ERIC), and Web o Science (WoS).
We did no pe o m a supplemen a y sea ch because sa u a ion and su iciency we e
eached wi h hese da abases (Maeda e al. 2022).
TEACHING IN HIGHER EDUCATION 5
The desc ip o s used in he da abases we e (Figu e 2): (‘UDL’ OR ‘Uni e sal Design
o Lea ning’ OR ‘UD’ OR ‘uni e sal design’) AND (‘uni e si y’ OR ‘highe educa ion’
OR ‘college’ OR ‘pos seconda y’). The sc eening was conduc ed using Co idence, a
web-based so wa e o managing e iews.
The sea ch was conduc ed in May 2024 wi h no ime limi a ions. In Scopus, sea ch
e ms we e sough om i les, abs ac s, and keywo ds. The esul s we e es ic ed o
jou nal a icles published in English in he subjec a eas o Psychology and Social
Sciences, esul ing in 363 hi s. In ERIC, he sea ch was simila , bu es ic ed o
English Language, pee - e iewed jou nal a icles. In his da abase, 274 hi s we e
ound. Finally, in WoS, he sea ch e ms we e sough in he ‘Topic’ ield, which includes
Figu e 1. Flowcha : sc eening and selec ion p ocess.
6 A. MORIÑA ET AL.
he i le, abs ac , and keywo ds. The WoS index ca ego y was es ic ed o he Social
Sciences Ci a ion Index (SSCI), a icles, English Language, and esea ch a eas (Educa ion
Educa ional Resea ch and Psychology), esul ing in 389 hi s.
Inclusion and Exclusion C i e ia
Di e en sea ch c i e ia we e es ablished o selec he a icles (Table 1).
Figu e 2. Sea ching desc ip o s.
Table 1. Inclusion and exclusion c i e ia.
Inclusion c i e ia Exclusion c i e ia
Focus o he
a icle
.S udies conce ning UDL and Highe
Educa ion a unde g adua e o pos g adua e
le el.
.S udies on acul y aining in UDL and he
impac o aining on eaching p ac ice.
.S udies on he use o UDL in eaching and
lea ning p ocesses.
.Any ype o eaching modali y.
.S udies on UDL a o he educa ional s ages.
.S udies on o he app oaches o uni e sal
design, such as ins uc ional design o
lea ning o combining di e en app oaches.
.S udies ocusing on p og ams o s uden s
wi h in ellec ual disabili ies.
.S udies on UDL in uni e si ies, bu no ela ed
o eaching-lea ning p ocesses and uni e si y
class ooms (e.g. lib a ies).
.S udies ocusing on acul y aining needs,
opinions and a i udes owa ds UDL o UDL is
no he ocus o he a icle.
Type o
publica ion
.Pee - e iewed s udies.
.Jou nal a icles.
.P ima y s udies (quan i a i e, quali a i e o
mixed).
.S udies published in English.
.Full ex a ailable.
.Non-pee - e iewed s udies.
.Documen s o he han a icles (book
chap e s, con e ence p oceedings, epo s,
heses).
.Seconda y s udies (e.g. e iews and li e a u e
analyses).
.S udies in languages o he han English.
.No ull ex a ailable.
Pa icipan s .Facul y membe s.
.Uni e si y s uden s.
.S udies whose sample also included mul i-
s akeholde expe iences, bu always included
acul y and/o s uden s.
.O he ac o s o he uni e si y communi y bu
no acul y membe s and/o s uden s a e
in ol ed.
Cla i y o
me hodology
.S udies wi h ull me hod desc ip ion:
objec i es and esea ch ques ions, sample
and ec ui men , da a collec ion and da a
analysis.
.S udies wi h incomple e me hod.
TEACHING IN HIGHER EDUCATION 7
The ini ial sea ch iden i ied 1,026 publica ions, al hough his numbe was educed o
720 a e disca ding 306 duplica es. All i les and abs ac s we e ead. Based on hei
con en , 633 we e elimina ed because hey needed o mee he c i e ia, and 87 we e
included in he nex phase.
O he 87, he h ee esea che s, a e eading he ull ex s, ag eed o exclude 35 wo ks,
ag eed o include 19 in he inal phase, and 33 p esen ed con lic s. O hese 33, only one
wo k was included a e discussion among he esea che s, and he es we e excluded.
The main con lic s esided in a icles ha included in o ma ion on he s udy opic pa -
ially o supe icially (s udies ocused on acul y aining needs, opinions, o a i udes
owa ds UDL) o me exclusion c i e ia no iden i ied in he i s eading.
Finally, 67 wo ks we e excluded, and 20 we e included o his sys ema ic e iew and
selec ed o analysis (in he e e ences, hese a e ma ked wi h an as e isk).
T us wo hiness and Rele ance o he S udies Included
The las phase o he e iew ecei ed pa icula a en ion, and he me hodological quali y
o he ull ex s o he 20 selec ed s udies was assessed using he C i ical App aisal Skills
P og am (2018). A e his analysis, all a icles we e included, as hey demons a ed
me hodological igo .
Da a Ex ac ion and Analysis
Da a om he 20 a icles in his sys ema ic e iew we e ex ac ed in o a able wi h se en
columns: a icle e e ence, coun y, pa icipan s, me hod and ins umen s, objec i es,
and analysis codes o he esul s (Appendix 2). The esea ch eam es ed and e ised
he ex ac ion able h ough mul iple esea ch mee ings. This allowed us o sys ema ize
he analysis o he publica ions and acili a e hei compa ison. Thus, di e ences and
simila i ies could be iden i ied and examined. In he second da a analysis phase, we
de eloped a sys em o ca ego ies and codes (Table 2) o analyze each pape .
Table 2. Sys em o ca ego ies and codes.
Ca ego y Code Desc ip ion
1. Facul y aining in UDL 1.1. T aining model Me hods used o ain acul y membe s in UDL (e.g.
wo kshops, online sessions, men o ing, e c.).
1.2. T aining du a ion Du a ion o aining p og ams in UDL.
1.3. T aining con en s Topics and con en add essed in UDL aining
p og ams.
1.4. T aining e alua ion How he aining e alua ion was ca ied ou , wha was
e alua ed.
1.5. T aining e ec i eness E alua ions and eedback on he e ec i eness o UDL
aining p og ams.
2. E ec i eness and bene i s o
UDL o s uden s
2.1. Impac on lea ning E ec s o UDL on s uden s’ academic pe o mance.
2.2. Pa icipa ion,
engagemen and
mo i a ion
Le els o s uden pa icipa ion, engagemen and
mo i a ion in lea ning h ough UDL.
2.3. Accessibili y and
lexibili y
How UDL enhances accessibili y, au onomy and
lexibili y in lea ning.
2.4. Reduc ion o anxie y E ec s o UDL on educing anxie y ela ed o
assessmen and lea ning.
8 A. MORIÑA ET AL.
imp o ing inclusion in HE. Adequa e acul y aining and adop ing inclusi e pedagogical
p ac ices a e essen ial o le e age his app oach’s bene i s ully, hus p omo ing a mo e
equi able and en iching academic expe ience o all s uden s.
Disclosu e s a emen
No po en ial con lic o in e es was epo ed by he au ho (s).
Funding
G an RYC2021-032768-I unded by MICIU/AEl/10.13039/501100011033 and by “Eu opean
UnionNex Gene a ionEU/PRTR/ G an 2024/00000549 unded by Uni e si y o Se ille.
ORCID
Anabel Mo iña h p://o cid.o g/0000-0002-0852-7523
Ra ael Ca ballo h p://o cid.o g/0000-0001-9591-7708
Ana Doménech h p://o cid.o g/0000-0003-1639-6508
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