trategies of Universal Design for Learning in primary education: a systematic review
DOI:
https://doi.org/10.55777/rea.v18i36.7992Keywords:
Design for Learning (UDL), primary education, educational inclusion, teaching strategies, educationAbstract
This article presents a systematic review of strategies based on Universal Design for Learning (UDL) in primary education. The main objective was to identify, analyze, and synthesize the existing scientific evidence, focusing on its impact on student inclusion and learning. This synthesis is especially relevant in the current context, where educational systems must provide effective, equitable, and sustainable responses to student diversity through a preventive rather than compensatory approach. The methodology followed the PRISMA 2020 guidelines and involved searches in databases such as Web of Science, Scopus, PsycINFO, and Dialnet. After applying specific inclusion and exclusion criteria, six articles were selected for analysis. The results reveal a notable increase in scientific production on UDL strategies in primary education in recent years, with most publications appearing in 2024. The selected studies are primarily qualitative or mixed-methods, with a strong focus on teacher training and practical implementation. The most prominent strategies include the use of Information and Communication Technologies (ICT), Problem-Based Learning (PBL), and cooperative learning. These approaches have shown positive effects on student inclusion, motivation, and academic performance. In conclusion, this review contributes to guiding teaching practices, supporting teacher professional development, and promoting inclusive educational policies grounded in scientific evidence.
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