Universal Design for Learning as a Pedagogical Framework for Addressing Learner Diversity

Authors

DOI:

https://doi.org/10.55777/rea.v18i36.8581

Keywords:

UDL, Diversity, Education, Active Learning, Active methodologies

Abstract

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.

 

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Author Biography

Silvia Carrascal Domínguez, Universidad San Jorge, España

Rector of San Jorge University. Doctor and senior academic advisor in Higher Education with more than 25 years of experience in higher education and teacher training. Expert in educational policies and academic innovation in teaching and learning through active methodologies, personal and professional development of teachers, and management of higher education policies in universities and educational centres. Professional experience in various leadership positions in education, such as research and postgraduate management, as well as management of educational transformation projects: organisational culture change, talent management, teacher training and identity, and design of methodologies and resources for teaching and learning. She was Vice-Rector for Teaching and Learning at Camilo José Cela University, SEK Educational Institution and, in addition to her experience in public and private higher education, she has more than 15 years as a member of the teaching staff of Secondary Education, Baccalaureate and Vocational Training at the Regional Ministry of Education of the Community of Madrid. She is currently a member of the research group Applications of Art in Social Integration: Art, Therapy and Art Education for Inclusion at the Faculty of Education and Teacher Training Centre of the Complutense University of Madrid. She is also a member of EduSoC Lab - Education, Society and Culture (Think Tank).

References

CAST (2024). Universal Design for Learning Guidelines version 3.0. Wakefield.

Echeita Sarrionandia, G. (2019). Educación inclusiva: El sueño de una noche de verano. Octaedro.

García Rodríguez, Y., & Carrascal Domínguez, S. (2017). Percepciones del docente en la utilización de estrategias que favorezcan la reflexión, indagación e intercambio de experiencias como herramienta formativa en las aulas de educación primaria. Axioma: Revista Científica de Investigación, Docencia y Proyección Social, 17, 78–87. Pontificia Universidad Católica del Ecuador Sede Ibarra.

González-Laguillo, B., Carrascal Domínguez, S., & Mampaso Desbrow, J. (2025). La formación del profesorado para la educación inclusiva: una revisión sistemática. En Á. L. González Olivares & D. M. V. Barros (Coords.), Innovación, internacionalización e inclusión en educación (pp. 13–31). Octaedro.

González-Ramírez, T., Alba-Pastor, C., Galindo-Domínguez, H., & García-Hernández, A. (2025). Efecto de la formación del profesorado en el diseño universal para el aprendizaje (DUA) sobre la percepción de los facilitadores y las barreras para la educación inclusiva. Educar, 61(1), 35–51. https://doi.org/10.5565/rev/educar.2121

Haegele, J. A., Holland, S. K., Wilson, W. J., Maher, A. J., Kirk, T. N., & Mason, A. (2023). 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

Meyer, A., Rose, D. H., & Gordon, D. (2013). Universal Design for Learning: Theory and practice. CAST.

Mampaso Desbrow, J., & Carrascal Domínguez, S. . (2020). El espacio como elemento facilitador del aprendizaje y de atención a la diversidad. Revista De Estilos De Aprendizaje, 13(25), 1–3. https://doi.org/10.55777/rea.v13i25.2092

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Moriña, A., Carballo, R., y Doménech, A. (2025).Transforming higher education: a systematic review of faculty training in UDL and its benefits. Teaching in Higher Education,1–18. https://doi.org/10.1080/13562517.2025.2465994

Rao, K., Ok, M. W., & Bryant, B. R. (2014). A Review of Research on Universal Design Educational Models. Remedial and Special Education, 35(3), 153-166. https://doi.org/10.1177/0741932513518980

Rodrigo Moriche, M. P., Galán Casado, D., Mampaso Desbrow, J. y Rivera Duque, E. (2022). Diseño universal para el aprendizaje en procesos de investigación participativos e inclusivos. Revista Prisma Social, (37), 7–35. https://revistaprismasocial.es/article/view/4563.

Rose, D. H., & Strangman, N. (2007). Universal Design for Learning: meeting the challenge of individual learning differences through a neurocognitive perspective. Universal Access in the Information Society, 5(4), 381–391. https://doi.org/10.1007/s10209-006-0062-8

Salama Muhammad, I. M., Paredes Montero, J. M., Medina Revelo, M. T., Cerón Silva, S. A., & Soria Pacheco, P. C. (2024). Implementing universal design for learning (UDL) in classrooms. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades 5(5). https://doi.org/10.56712/latam.v5i5.2757

Sánchez Fuentes, S. (2022). Presentación: Diseño Universal para el Aprendizaje. Revista Latinoamericana de Educación Inclusiva, 16(2), 17–20. https://doi.org/10.4067/S0718-73782022000200017

Sánchez Fuentes, S. (2023). El Diseño Universal para el Aprendizaje: Guía práctica para el profesorado. Narcea.

Sánchez Fuentes, S., & Duk, C. (2022). La importancia del entorno. Diseño universal para el aprendizaje contextualizado. Revista Latinoamericana de Educación Inclusiva, 16(2), 21–31. https://doi.org/10.4067/S0718-73782022000200021

PORTADA_VOLUMEN 18, NÚMERO 36

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Published

2025-10-22

How to Cite

Carrascal Domínguez, S. (2025). Universal Design for Learning as a Pedagogical Framework for Addressing Learner Diversity. Journal of Learning Styles, 18(36), 1–5. https://doi.org/10.55777/rea.v18i36.8581

Issue

Vol. 18 No. 36 (2025): Universal Design for Learning as a measure of attention to diversity

Section

EDITORIAL

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