Title:	FROM CURRICULUM FOR ALL TO INCLUSIVE PRACTICE: INSIGHTS FROM A PILOT STUDY ON UDL-BASED PEDAGOGICAL TRANSFORMATION
Author(s):	Sara Cruz and Marisa Maia
ISBN:	978-989-8704-72-6
Editors:	Demetrios G. Sampson, Dirk Ifenthaler and Pedro Isaías
Year:	2025
Edition:	Single
Keywords:	Teaching Practices, Inclusive Education, UDL, Artificial Intelligence Tools, Pedagogical Innovation, Higher Education
Type:	Full Paper
First Page:	283
Last Page:	290
Language:	English
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Paper Abstract:	In the context of growing demands for inclusive and flexible pedagogical practices in higher education, this study explores how university lecturers can transform their teaching through the lens of Universal Design for Learning (UDL). Grounded in a pedagogical innovation initiative, this pilot study followed four higher education lecturers over the course of one semester as they engaged in a professional development process aimed at redesigning their teaching practices based on the principles of UDL. The objective was to understand the extent to which these lecturers appropriated and applied UDL principles in their pedagogical approaches. Employing a qualitative case study methodology, the research draws on document analysis of final reflective posters produced by each participant, which synthesise the evolution of their teaching practices. The findings reveal that all lecturers successfully integrated UDL principles into different aspects of their instruction, demonstrating increased awareness and practical application of strategies to enhance accessibility, flexibility, and learner engagement. Notably, there was a clear emerging trend towards the adoption of Artificial Intelligence tools as a means to support differentiated instruction and promote inclusive learning environments. This integration of AI technologies appears to complement UDL's emphasis on multiple means of representation, engagement, and expression. The study underscores the potential of structured, reflective, and context-sensitive professional development to foster meaningful pedagogical change in higher education, while also highlighting the evolving role of AI in supporting inclusive and adaptive teaching practices. These findings offer valuable insights for institutional strategies aiming to scale inclusive education through UDL and digital innovation.
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