Repository logo
 
Publication

Enhancing inclusive education in higher education: best practices for udl implementation

2025-06-01Conference proceedings Open access
Simple item page
datacite.subject.sdg04:Educação de Qualidade
datacite.subject.sdg10:Reduzir as Desigualdades
dc.contributor.authorMonteiro, Inês
dc.contributor.authorMiranda, Francisca
dc.contributor.authorSoares, Diana
dc.date.accessioned2025-09-02T13:55:31Z
dc.date.available2025-09-02T13:55:31Z
dc.date.issued2025-06-01
dc.description.abstractThe increasing diversity of student profiles in Higher Education presents a valuable opportunity to enhance teaching and learning processes. However, for education to be truly inclusive, it requires an intentional approach. Creating an inclusive classroom environment is, therefore, a challenge for educators, who often face uncertainty about how to begin this process and what methodological approaches to adopt. Universal Design for Learning (UDL) offers a holistic framework focused on supporting the learning of all students and recognising diversity as the norm, encouraging, as well, the proactive identification of barriers within the curriculum, rather than attributing them to the students themselves. The goal of UDL is to create teaching and learning experiences that are accessible, inclusive, and flexible, regardless of individual student characteristics. Despite its potential, there are significant challenges to implementing UDL, including time and resource constraints, a lack of institutional support, and limited faculty awareness of this curriculum design model. Additionally, in Portugal, there is an absence of overarching guidelines or specific national legislation, leaving each Higher Education institution responsible for defining its own framework. This exploratory scoping review aims to analyse emerging trends and best practices in the implementation of Universal Design for Learning (UDL). Drawing on international case studies, it offers practical guidelines for designing inclusive lessons, emphasizing the importance of setting clear learning objectives and proactively addressing potential barriers to learning. The purpose of this summary is to support the effective transformation of teaching and assessment practices in Higher Education.eng
dc.identifier.citationMonteiro, I., Miranda, F., & Soares, D. (2025). Enhancing inclusive education in higher education: best practices for udl implementation. In D. Mesquita, V. Villas-Boas, & R. M. Lima (Eds.), Proceedings of the PAEE/ALE’2025, International Conference on Active Learning in Engineering Education (pp. 188-194). (Project Approaches in Engineering Education). University of Minho. https://doi.org/10.5281/zenodo.15873238
dc.identifier.doi10.5281/zenodo.15873238
dc.identifier.other1d010b63-719f-4f4a-8df1-0062806cd5aa
dc.identifier.urihttp://hdl.handle.net/10400.14/54611
dc.language.isoeng
dc.peerreviewedyes
dc.publisherUniversity of Minho
dc.rights.uriN/A
dc.subjectHigher education
dc.subjectInclusive education
dc.subjectStudent-centred learning
dc.subjectUniversal design for learning
dc.titleEnhancing inclusive education in higher education: best practices for udl implementationeng
dc.typeconference proceedings
dspace.entity.typePublication
oaire.citation.endPage194
oaire.citation.startPage188
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
124565595.pdf
Size:
2.83 MB
Format:
Adobe Portable Document Format
Download

Collections

CEDH - Documentos de Conferências / Conference Objects