Current Issue
Vol. 18 No. 36 (2025): Universal Design for Learning as a measure of attention to diversity
Today's education system faces a decisive challenge: to offer an inclusive and equitable response to the growing diversity of its student body. In this scenario, Universal Design for Learning (UDL) has established itself as an essential pedagogical framework, capable of bridging the gap between theoretical precepts on inclusion and everyday classroom practices. Far from being understood as a simple methodological strategy, UDL constitutes a transformative paradigm (Meyer et al., 2013; Rose & Strangman, 2007; Sánchez Fuentes; 2022) whose origins lie in accessible architectural design and its subsequent application to the field of education, highlighting the need to anticipate the needs of everyone (CAST, 2024). It cannot be ignored that the debate on inclusion and UDL is set against a recent historical backdrop: the global health crisis. As a previous editorial in this journal recalls, the pandemic forced us to rethink methodologies, accelerate digitisation and address the technological divide as a new form of exclusion. This monograph has been promoted within the framework of the DUAMAT.1 Research Project, funded by the 10th Call for Research Proposals of the Vice-Rectorate for Research, Science and Doctoral Studies at Camilo José Cela University (UCJC), Spain. It is also linked to the PAMAT Accessible Pedagogies Research Group (EDU.2024.07), attached to the Faculty of Education of Camilo José Cela University.
Coordinadores invitados:
Joanne Mampaso Desbrow, investigadora principal del grupo PAMAT (pedagogías accesibles como medida de atención a la diversidad). Grupo de investigación de la Facultad de Educación. Universidad Camilo José Cela, UCJC, España.
Diego Galán Casado, grupo de investigación en Intervención Socioeducativa (Contextos-ISE). Departamento de Teoría de la Educación y Pedagogía Social. Universidad Nacional de Educación a Distancia, UNED, España.
Sergio Sánchez Fuentes, grupo de investigación sobre Educación Inclusiva y diversidad. Facultad de formación de profesorado y educación. Universidad Autónoma de Madrid, UAM, España.
Published:
2025-10-22
EDITORIAL
THEMATIC RESEARCH ARTICLES. Volume 18, Number 36 (October, 2025)_Universal Design for Learning as a measure of attention to diversity.
Journal of Learning Styles (ISSN: 1988-8996) / Journal of Learning Styles (ISSN: 2332-8533) is a scientific journal coordinated by the Research Group: Culture, Society and Education, in collaboration with UTAH Valley University and Universitas publishing house. It is mainly aimed at witnessing the evolution experienced by the studies on teaching and learning styles, and at disseminating the advances in educational research and innovation by paying special attention to spaces and methodologies.
The journal seeks to be a space for discussion, critical reflection and transfer of knowledge through the exchanging of good educational experiences and practices that showcase projects and initiatives related to teaching and learning spaces and styles, along with the influence on active methodologies. Both scientific articles and book reviews can be published.
In order to leverage the internationalization and the spreading of its contents, Journal of Learning Styles accepts proposals in Spanish, English and Portuguese. It is published every six months and it is external peer-refereed (peer-review) by experts, following APA's 6th Edition publication guidelines (American Psychological Association).
