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.