A university educators’ guide to universal design for learning

Despite the furore about Generation Z’s dwindling attention spans, student engagement scores are up 15 per cent compared with 2023, according to research. 

One method we’ve found to be helpful is the universal design for learning (UDL), which offers a framework that allows all students to demonstrate learning, regardless of ability. Here, we’ll draw on our insights from a students-as-co-creators project we conducted to explain what UDL is and offer five tips to make it work. As part of the project, 71 students participated in a survey to record their perceptions of UDL’s effectiveness in supporting engagement, accessibility and learning. 

What is universal design for learning?

UDL is an educational framework developed in the 1990s by academics at the Centre for Applied Special Technology. It recognises that students vary widely in how they access, process and express knowledge. Rather than adhering to a “one-size-fits-all” approach to teaching, UDL promotes flexibility and inclusivity in course design. To support this, UDL is structured around three key principles: 

Multiple means of representation: learning material should be presented in different formats (text, visuals, audio and interactive media) so that learners can perceive, comprehend and engage with the material effectively.

Multiple means of action and expression: provide students with several ways to demonstrate their understanding and abilities, and apply knowledge, accommodating a range of strengths and communication styles.

Multiple means of engagement: Give students options to maintain their motivation and interest in the course material. This can be done by promoting autonomy, fostering collaboration and connecting activities to students’ personal goals.

UDL offers both strengths and limitations. Implementing the UDL framework leads to higher educational effectiveness, characterised by enriching learning experiences and increased engagement and motivation among learners, research has found. By incorporating flexibility into course design, you ensure that all students have equitable access to learning opportunities. 

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But despite its strengths, UDL is not without its challenges. One key critique centres on how “universal” the framework truly is. While its flexible design accommodates most learners, some students may still require individualised support or tailored adjustments, particularly those with learning difficulties. Plus, presenting information in multiple forms can lead to cognitive overload, making it difficult for learners to process information effectively. 

Five tips when applying UDL

Recognising both the strengths and challenges of UDL is key to implementing it thoughtfully in your classroom. The next five tips outline practical ways to embed UDL in course design, helping educators create learning experiences that are accessible, engaging and inclusive for every student.

Tip 1: Varied learning materials 

Provide learning materials in many formats to ensure accessibility and meet the diverse learning needs of students, particularly neurodiverse ones. Findings from our student-as-co-creators project showed 22 per cent of students preferred short videos as a learning tool, followed by quizzes (17 per cent) and collaborative tools such as Microsoft Office (17 per cent). This demonstrates that traditional methods can’t cater to all students – variety is necessary. Other resources that can be used include YouTube or LinkedIn Learning for short video tutorials, podcasts and quizzes to reinforce key concepts.

Tip 2: Flexible assessment components

Offer diversity in assessment preferences to enable neurodivergent students to demonstrate their knowledge in multiple ways. Our study found that students preferred varied assessment methods to express their understanding. While 30 per cent of students favoured written assignments, 19 per cent preferred live presentations and 18 per cent opted for poster presentations. Give students a choice between submitting a report, creating a video or designing a visual presentation, allowing them to select the format that best showcases their understanding.

Tip 3: Blended learning 

Blended learning, a flexible approach that combines face-to-face and online formats, allows for students to choose the learning mode that best suits their needs. The student survey found that 45 per cent of students preferred on-campus learning, while 25 per cent favoured off-campus live sessions. This shows that some students may thrive in face-to-face environments with peer interactions, while others may excel in an online learning environment. Additionally, the use of digital technology makes learning content all the more accessible and inclusive, which is particularly beneficial for learners with learning difficulties. Some examples of assistive technologies include screen readers, transcripts and text-to-speech tools. 

Tip 4: Student motivation for real-world applications

One of the most effective ways to improve student motivation is by making learning feel relevant and real. In this study, 48.6 per cent of students said that linking coursework to real-life contexts was very important for their engagement. Authentic learning and assessment through collaborations with industry partners bridges the gap between theory and practice, helping students see the tangible value of what they learn and, more importantly, enhancing their career prospects. In addition, student motivation in learning is enhanced through exposure to diverse perspectives and cultural contexts, ensuring that graduates are prepared academically, professionally and culturally.

Tip 5: Supportive learning environment

In our study, 64 per cent of students identified lecturer support and 60 per cent flagged lecturer approachability as key motivational factors to boost student engagement. 

The lecturer’s approachability is only partly linked to personality, but there are some practices you can deploy. Flattening hierarchical distance by inviting student input, valuing their voices and providing timely feedback increases perceptions of support and trust, fostering stronger emotional engagement. Other practices include learning and using students’ names, sharing brief personal anecdotes, holding flexible academic support hours (in person or virtually), integrating discussion boards and using anonymous feedback forms to find out what your students really think.

Embedding UDL makes the learning experience a more inclusive one. By offering a variety of materials, flexible assessments, blended learning opportunities, real-world relevance and supportive environments, educators can empower every student to thrive, transforming learning into a more accessible, motivating and equitable experience for all.

Gustavo Espinosa Ramos is senior lecturer in management and marketing, and Marta Dermaku Hajdini and Noor Ghumran are undergraduate students, all at the University of Westminster.

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