Report on Pre-Service Teachers’ Beliefs about Implementing the Universal Design for Learning Framework with Emphasis on Sustainable Development Goals

Abstract

The Universal Design for Learning (UDL) framework aims to address student diversity and promote inclusive education, aligning with Sustainable Development Goal 4 (Quality Education) by ensuring equitable learning opportunities for all students. This scoping review examines pre-service teachers’ beliefs about the UDL framework and how these beliefs influence their teaching practices to support inclusion of students with disabilities. Analysis of peer-reviewed studies from 2014 to 2024 identified three key themes: adaptation and inclusion, equity and access, and being active and flexible. Factors influencing implementation include self-efficacy, motivation, and growth mindset, while challenges such as lack of resources, rigid curricula, and classroom management issues were noted. The findings provide implications for teacher education programs to enhance inclusive education practices, contributing to SDG 4 and SDG 10 (Reduced Inequalities).

Introduction

Inclusive education is a global priority under the United Nations Sustainable Development Goals, particularly SDG 4, which aims to ensure inclusive and equitable quality education for all. The United Nations Convention on the Rights of the Child emphasizes education free from discrimination, necessitating pedagogical shifts to accommodate students with disabilities in mainstream classrooms.

The Universal Design for Learning (UDL) framework, derived from Universal Design principles in architecture, promotes flexible and accessible curriculum design to meet diverse learner needs. Updated UDL Guidelines (2024) focus on three principles:

• Multiple means of representation (the “what” of learning)
• Multiple means of action and expression (the “how” of learning)
• Multiple means of engagement (the “why” of learning)

These principles support SDG 4 by fostering equitable access and participation for all students, including those with disabilities.

Research Methodology

Scoping Review Approach

A scoping review methodology was employed to map existing literature on pre-service teachers’ beliefs about the UDL framework, following Arksey and O’Malley’s five-step framework. The review adhered to PRISMA guidelines to ensure rigor and reproducibility.

Search Strategy and Criteria

1. Databases searched: Web of Science, EBSCO Education, ProQuest Education, and Scopus.
2. Inclusion criteria: empirical studies (2014–2024) focusing on pre-service teachers’ beliefs about UDL, published in English and peer-reviewed journals.
3. Exclusion criteria: studies on in-service teachers, non-empirical literature, grey literature, and publications outside the specified timeframe.

Data Analysis

Thematic analysis was conducted on selected articles to identify patterns in pre-service teachers’ beliefs and practices related to UDL implementation.

Research Results

Study Demographics

• Eight studies met inclusion criteria: 3 qualitative, 3 quantitative, and 2 mixed-methods.
• Geographical distribution: 5 from the United States, 2 from Belgium, 1 from Chile.
• Most studies were published after 2020, indicating growing interest in pre-service teachers’ perspectives on UDL.

Themes of Pre-Service Teachers’ Beliefs about UDL

1. Adaptation and Inclusion
   • UDL is viewed as a tool to promote inclusive curriculum design and accommodate diverse learners.
   • Pre-service teachers recognize the importance of addressing students’ strengths and interests to foster learner-centered pedagogy.
   • UDL supports autonomy and engagement for all students, aligning with SDG 4 and SDG 10.
2. Equity and Access
   • UDL principles guide teachers to ensure accessibility of content, materials, and learning environments.
   • Pre-service teachers emphasize responsiveness to diverse student needs and promoting independence.
   • Focus on equitable access supports SDG 4 and SDG 10 by reducing educational inequalities.
3. Being Active and Flexible
   • Intentional lesson planning and flexibility in teaching methods are key to effective UDL implementation.
   • Pre-service teachers value integrating multiple UDL principles to motivate and engage students.
   • Creating psychologically safe and resource-rich environments supports inclusive education goals.

Discussion

Gaps in Literature

• Limited research on pre-service teachers’ beliefs about UDL, especially outside Western contexts.
• Need for studies exploring belief changes pre- and post-UDL training.
• Scarcity of comparative studies between pre-service and in-service teachers’ beliefs and practices.

Predictors of UDL Implementation

• Self-efficacy: Confidence in designing flexible learning pathways is crucial.
• Growth mindset: Belief in the malleability of student intelligence encourages inclusive strategies.
• Self-regulation and motivation: Commitment to meeting diverse student needs drives UDL use.

These predictors align with SDG 4 by fostering teacher capacities to deliver quality, inclusive education.

Factors Influencing UDL Practices

• Family and cultural background: Multicultural and multilingual experiences enhance motivation to use UDL.
• Knowledge and teaching experience: Greater understanding and practical exposure improve UDL application.
• Technology: Supports flexible representation and expression but must be accessible to avoid inequalities, linking to SDG 9 (Industry, Innovation, and Infrastructure) and SDG 10.

Challenges and Barriers

• Lack of sufficient and relevant teaching resources.
• Rigid and inflexible curricula limiting multiple means of expression.
• Complex classroom management demands.

Addressing these challenges is essential to realize the inclusive education goals of SDG 4 and reduce inequalities per SDG 10.

Conclusion

The UDL framework is a vital approach to achieving inclusive and equitable quality education (SDG 4) by enabling pre-service teachers to design adaptable, accessible, and engaging learning environments. This review highlights the positive beliefs pre-service teachers hold towards UDL and identifies key predictors and factors influencing implementation. It also underscores challenges that need addressing through enhanced teacher education programs and resource allocation, contributing to the broader Sustainable Development Goals, including SDG 10.

Implications for Practice and Future Research

1. Teacher Education Programs: Should integrate comprehensive UDL knowledge and practical training to build self-efficacy and positive beliefs about inclusion.
2. Fostering Responsibility: Programs must cultivate pre-service teachers’ commitment to inclusive education and high expectations for all students.
3. Technology Integration: Training should balance technology use with low-tech strategies to ensure equitable access.
4. Resource Allocation: Adequate funding for materials and training is necessary to support effective UDL implementation.
5. Future Research:
   • Expand studies to diverse cultural and educational contexts.
   • Investigate belief changes through longitudinal studies pre- and post-UDL training.
   • Compare pre-service and in-service teacher beliefs to optimize professional development.

References

References are available upon request and include key studies on UDL, inclusive education, teacher beliefs, and related educational theories supporting Sustainable Development Goals.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on promoting inclusive education through the Universal Design for Learning (UDL) framework, which aligns with SDG 4’s aim to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
   • It emphasizes equitable access to education for students with disabilities and diverse learning needs, supporting the goal of education for all.
2. SDG 10: Reduced Inequalities
   • The article discusses equity and access in education, aiming to reduce inequalities faced by students with disabilities and marginalized groups by fostering inclusive teaching practices.
3. SDG 17: Partnerships for the Goals
   • The article highlights the role of teacher education programs, university instructors, and ongoing professional development, implying collaboration among educational institutions to achieve inclusive education.

2. Specific Targets Under the Identified SDGs

1. SDG 4: Quality Education
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities.
   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments.
   • Target 4.c: Increase the supply of qualified teachers through teacher training and recruitment, particularly in inclusive education.
2. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of disability status.
3. SDG 17: Partnerships for the Goals
   • Target 17.16: Enhance the global partnership for sustainable development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology and financial resources.

3. Indicators Mentioned or Implied to Measure Progress

1. Indicators for SDG 4
   • 4.5.1: Parity indices (e.g., gender, disability status) for all education levels.
   • 4.a.1: Proportion of schools with access to adapted infrastructure and materials for students with disabilities.
   • 4.c.1: Proportion of teachers receiving training on inclusive education and UDL principles.
2. Indicators for SDG 10
   • 10.2.1: Proportion of people living below 50% of median income, by disability status.
   • Though not explicitly stated, the article implies measuring pre-service teachers’ beliefs, self-efficacy, and practices in inclusive education as proxy indicators for progress in reducing educational inequalities.
3. Additional Implied Indicators
   • Number and quality of teacher education programs incorporating UDL framework.
   • Pre-service teachers’ self-reported confidence and motivation to implement inclusive practices.
   • Availability and use of teaching resources and technology supporting UDL implementation.
   • Challenges such as curriculum flexibility and classroom management effectiveness.

4. Table of SDGs, Targets, and Indicators

Source: nature.com