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The number of students with disability enrolled in tertiary education has increased significantly in the last decade. This has prompted a move to make learning and teaching more accessible to all students. Universal Design for Learning, or UDL, can be used as a framework to guide tertiary educators in the planning and delivery of their courses. The effective implementation of UDL allows all students to access course materials, removing the need for some of them to actively seek support and disclose their disabilities. A rapid review was conducted to locate both theory and evidence to support the use of UDL at the tertiary level, as well as to seek guidance for its effective implementation. A total of 52 articles were included in the study and annotation was used for data extraction. Results indicated that UDL is well supported by theory, and studies revealed high satisfaction rates for UDL for both students and instructors. Implications for practice are suggested. As the current study was conducted at a university in Australia, the current research (which is largely from the United States) has been examined with the Australian university context in mind. [Author abstract]

Inclusive chemistry learning is possible. Three frameworks that can be considered to create inclusive chemistry learning are Technological Pedagogical and Content Knowledge (TPACK), Universal Design for Learning (UDL), and Science, Technology, Engineering, and Mathematics (STEM). The integration of these three frameworks is still not widely used by teachers and is not popular in Indonesia. Therefore, developing and validating the TPACK‐UDL‐STEM Scale to measure teacher knowledge and abilities in designing inclusive chemistry learning is crucial. The three scale development steps proposed by Morgado et al. were used as a scale development procedure. Fifty items as the first draft of the scale were designed after reviewing the TPACK‐UDL‐STEM literature. These items were divided into five aspects (S‐PCK‐Multiple Means of Representation, T‐TCK‐Multiple means of representation, E‐PCK‐Multiple means of engagement, M‐TPK‐Multiple means of representation, STEM‐TPACK‐Multiple means of action and expression). A panel of six experts tested the first draft that focused on item content and construction. A second draft was piloted on 50 chemistry teachers randomly selected and volunteered to fill out the scale. Data were analyzed using the partial least square method to assess the scale's validity and reliability. After several stages of testing, 48 items were declared valid with a Cronbach's Alpha value > 0.8, rho_(A) value > 0.8, and composite reliability > 0.9. These values indicate that the TPACK‐UDL‐STEM Scale is valid and reliable for measuring teachers' knowledge in designing inclusive chemistry lessons. Therefore, this scale is suitable for applied research and further studies to support the development of inclusive chemistry learning.

Authors reflect on the possibility that an accurate methodological proposal can not only let didactics become inclusive but also to positively influence the educational and professional future of students with multiple identity characteristics who, on the contrary, risk to leave school. In this sense, we think that teachers’ beliefs play an important role and that is very crucial detect teachers’ type of stereotypes and prejudice they have. In this regard, we also present and discuss some results obtained by the Intersectional Questionnaire (De Castro, 2023a) used within the Course of Specialisation for Support Activities (from V to IX cycle).   Prevenire l’abbandono. La scuola tra credenze degli/delle insegnanti e proposte metodologiche. Nel contributo le autrici ragionano attorno alla possibilità che un’adeguata proposta metodologica ha non solo di rendere la didattica inclusiva ma anche di influenzare positivamente il futuro educativo e professionale di allievi/e con plurime caratteristiche identitarie che, contrariamente, rischiano di abbandonare la scuola. A nostro avviso, le credenze degli/delle insegnanti svolgono un ruolo decisivo in tal senso e riteniamo sia importante rilevare il tipo di stereotipi e pregiudizi inerenti alle questioni identitarie di cui il corpo docente soffre. A riguardo, vengono anche presentati e discussi alcuni dei risultati ottenuti mediante il Questionario Intersezionale (De Castro, 2023a) impiegato nell’ambito del Corso di Specializzazione per le Attività di Sostegno (dal V al IX Ciclo).

Universal Design for Learning (UDL) framework supports students' diversity principles in inclusive education settings. This systematic review and meta-analysis examined the effectiveness of UDL principles in educational settings. The inclusion criteria of the systematic search include empirical peer-reviewed research (pre-and post-design) published between 2015 to 2021 in English and Arabic (N = 13). Findings of the systematic review revealed that the identified studies were conducted in six countries, either specific or generic domain-related; targeting K-12 or higher education levels, generally implemented all UDL principles, directed to teachers or students using professional development programmes or school interventions, and mainly used one group quantitative research design. The meta-analysis findings showed that the total effect sizes for the identified studies were 3.56; however, considerable heterogeneity was evident. The meta-analysis results specifically showed statistically significant effect sizes for one group studies, student participants, specific domain, and quantitative research design. Discussion and future directions are presented.

The rapid shift to online teaching in spring 2020 meant most of us were teaching in panic mode. As we move forward with course planning for fall and beyond, we can invest more time and energy into improving the online experience for our students. We advocate that instructors use inclusive teaching practices, specifically through active learning, in their online classes. Incorporating pedagogical practices that work to maximize active and inclusive teaching concepts will be beneficial for all students, and especially those from minoritized or underserved groups. Like many STEM fields, Ecology and Evolution shows achievement gaps and faces a leaky pipeline issue for students from groups traditionally underserved in science. Making online classes both active and inclusive will aid student learning and will also help students feel more connected to their learning, their peers, and their campus. This approach will likely help with performance, retention, and persistence of students. In this paper, we offer broadly applicable strategies and techniques that weave together active and inclusive teaching practices. We challenge instructors to commit to making small changes as a first step to more inclusive teaching in ecology and evolutionary biology courses. We encourage instructors to use inclusive teaching practices and active learning in their online classes. Incorporating pedagogical practices that work to maximize active and inclusive teaching concepts will be beneficial for all students, and especially those from minoritized or underserved groups. In this paper, we offer strategies and techniques that weave together active and inclusive teaching practices and challenge faculty to commit to making small changes as a first step to more inclusive teaching in ecology and evolutionary.

There is international emphasis on the right that all individuals should have to comprehensive education with learning opportunities tailored to their educational needs, and Colombia is no exception. Thus, the work reported here aims to (a) propose a curricular structure that allows addressing diversity in mathematics class, enabling flexibility and adaptation according to students’ particularities and (b) construct didactic designs of mathematics adjusted to a flexible and adaptable curricular structure, addressing diversity in the mathematics classroom in Colombia. This article partially addresses these objectives by exploring the question: What conceptual elements need to be considered to construct didactic designs of mathematics that address diversity in the classroom? Consequently, the study presents elements of a curricular proposal based on universal design for learning (UDL) to address diversity in mathematics classes. This is exemplified through a didactic design created for the study of sequences and patterns, promoting, in basic and middle education, the development of algebraic thinking through activities involving generalization and the study of patterns.

Background Research comparing inclusive education implementation in non-Western contexts, such as Indonesia and Oman, remains limited. Both countries share cultural similarities yet differ significantly in their education governance. Understanding these differences is crucial for improving inclusive education policies and practices. Methods This study employed qualitative document analysis, reviewing 33 policy and implementation documents from Indonesia and Oman. The analysis focused on five dimensions: service models, teacher training, curriculum adaptation, community involvement, and cultural attitudes. Results and Conclusions Findings reveal that Oman’s centralized system provides consistent policy coordination but limits community participation and school flexibility. Indonesia’s decentralized system allows greater local innovation and community involvement but leads to disparities in implementation quality. Both countries struggle with teacher training, curriculum adaptation, and cultural stigma against disabilities. Effective inclusive education requires a balanced approach combining adaptive centralization and equitable decentralization, ongoing teacher development, flexible curricula, active community engagement, and cultural transformation. These insights offer practical recommendations to strengthen inclusive education in diverse socio-political contexts.

With the onset of COVID-19, colleges and universities moved to emergency remote teaching, and instructors immediately adjusted their curricula. Many instructors adapted or developed new online lessons that they subsequently published as Open Educational Resources (OERs). While much has been examined related to how entire course designs evolved during this period, the same attention has not been paid to how individual lessons were structured to meet online learners’ needs. As such, we evaluated OER lessons for the integration of universal design for learning (UDL) guidelines and active learning strategies. We evaluated OER lessons published in CourseSource, which is an open-access, peer-reviewed journal that focuses on biology lessons implemented in undergraduate classrooms and provides the necessary details and supporting materials to replicate the lesson. We found that biology instructors used a variety of UDL guidelines and active learning strategies to encourage student learning and engagement in online teaching environments. This study also provides a collection of OER online lessons that instructors and educational developers can use to inform the practice of engaging biology students.

Universal Design for Learning (UDL) is currently one of the key frameworks supporting inclusive education, emphasising the need to design flexible learning environments and to reduce barriers that limit access to knowledge. At the same time, there is growing interest in forest education as a specific form of outdoor education grounded in direct contact with nature, experiential learning, and the strengthening of learners’ agency and autonomy. Despite clear conceptual overlaps between UDL and practices used in forest education, the relationships between these two approaches remain only partially explored in the literature. The aim of this article is to offer a conceptual analysis that identifies potential areas of integration between UDL principles and forest education practices. The paper discusses the theoretical foundations of UDL and the core assumptions of forest education, highlighting shared elements such as multisensory experience, learner agency, diversity of available forms of activity, flexibility of the learning environment, and the possibility of adapting activities to individual learner needs. On this basis, key components are identified that may inspire the design of accessible, engaging, and varied learning environments aligned with the principles of Universal Design for Learning.