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DIF analysis of the justification scale from the original assessment concerning (1) gender, (2) reading literacy, (3) socioeconomic status, and (4) intelligence [39].
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An experimental study investigated the effects of applying principles of the Universal Design for Learning (UDL). Focusing on epistemic beliefs (EBs) in inclusive science classes, we compared four groups who worked with learning environments based more or less on UDL principles and filled out an original version of a widely used EBs questionnaire o...
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In a plenary talk “Investigative Science Learning Environment (ISLE): helping students learn physics by practicing it and be empowered in the process” at the SEA-STEM 2020 conference I (Eugenia Etkina) described the ISLE approach to learning and teaching physics, shared examples of activities and presented evidence of student learning. In this pape...
Citations
... It is important to note that the basic principles of UDL have been criticized in several areas. Specifically, prominent criticisms of UDL have focused on lacking generalizable evidence of successful integration into diverse learning settings that directly improve academic outcomes (Rao et al., 2014;Capp, 2017;Roski et al., 2021), alongside practical concerns over how achievable utilizing multimodal approaches in teaching is when considering the constraints to resources of funds and time facing educators (Katz, 2015;Fovet, 2020). These practical concerns could be identified in our example of teaching climate change above, with teachers now having to provide content in a number of forms (audio, visual, text), and highlighted by our work creating new music, art, and board games for every class. ...
Science, technology, engineering, and mathematics (STEM) subjects can be rigid in their teaching structure, creating barriers to education for students with more complex learning needs. As a result, there has been an increased need for compassionate pedagogy and adaptive education practices to provide multi-modal learning experiences—often referred to as Universal Design for Learning (UDL). Here, we outline our work in teaching science in prison that applies UDL principles to create different educational access points which are not solely focused on rote learning and reading text (which some students struggle with). We use creative practices, including art, music, and play, as a teaching aid for science subjects such as climate change, sleep, and space exploration. The key findings here being that the application of UDL principles combined to produce a positive classroom experience in a science class—with students feeling more that science is for everyone of every neurotype. Although our work here is tailored to the restrictive prison environment, the application of its core principles to education are fundamental practices that could be beneficial to a wide audience.
... UDL also enhances teaching methods, promoting learner-centered education and flexibility, particularly for professors in science, technology, engineering, and mathematics disciplines. Roski et al. (2021) found positive effects of UDL on special education student participation, finding that UDL-based learning environments promote diversity. Moreover, UDL benefits all learners beyond students with disabilities. ...
The present study investigated the awareness of universal design for learning among teacher educators of central universities in India. Universal design for learning is an essential framework that reduces barriers to academic achievement, allowing students of all abilities to access the curriculum. In Indian classrooms, educators encounter challenges such as diverse students, large class sizes, rote learning practices, and limited resources, which complicate inclusive education efforts. The universal design for learning addresses these challenges by promoting flexible teaching methods, varied engagement strategies, and inclusive assessments. The success of curriculum implementation depends on teachers, highlighting the need to assess universal design for learning awareness among teacher educators who prepare future teachers. This study employed a descriptive research method and selected 62 teacher-educators from the teacher-education departments of five Indian universities as a sample by using a simple random sampling technique. A standardized awareness test developed by the researchers was administered to assess the awareness of teacher-educators regarding UDL. The participants were asked to complete the assessment test under the direct observation of the investigators. The dataset was thoroughly analyzed using descriptive statistics, such as the mean and standard deviation, to summarize its central tendency and variability. The results revealed that teacher educators from four universities had moderate awareness of universal design for learning, while teacher educators from one university exhibited high awareness. Furthermore, the study found that awareness levels were consistent across age, experience, and gender. This study highlights the importance of enhancing awareness of universal design for learning among teacher educators to foster inclusive education practices that can effectively meet the diverse needs of students in Indian classrooms.
... El Diseño Universal para el Aprendizaje (DUA) se entiende como el enfoque metodológico estructural, fundamentado en el enfoque sociológico y en el paradigma de apoyos para el aumento de la calidad de vida de las personas con discapacidad, que dota a los docentes de los diferentes niveles educativos de estrategias y herramientas teóricas y prácticas que permiten la flexibilización del currículo, posibilitando la minimización de las barreras existentes en el aprendizaje y en la participación inclusiva de todos los alumnos (Alba, 2019;Avellán y Alviciar, 2024;Berrios y Herrera, 2021;Cumming y Rose, 2022). Aunque, como dan a conocer varios estudios, no hay suficiente evidencia que así lo demuestre (Capp, 2017;Murphy, 2021;Roski et al., 2021). ...
Introducción: El currículum oculto se refiere a aquellos elementos que influyen en el proceso de enseñanza-aprendizaje sin ser reconocidos de manera explícita, y que, por lo general, no son objeto de debate democrático. Este currículum juega un papel fundamental en la formación de los valores y principios del colectivo docente, pero a menudo pasa desapercibido tanto para los docentes como para los estudiantes. Metodología: Este trabajo tiene como objetivo investigar cómo el currículum oculto impacta en las prácticas diarias de los docentes y cómo la reflexión sobre él puede promover una mayor equidad y justicia social. Además, se indaga sobre las metodologías docentes que fomentan un verdadero clima de debate y reflexión entre los estudiantes para que comprendan su realidad y puedan transformarla de manera humanista. Resultados: A través de una revisión teórica y un enfoque reflexivo-indagatorio, se identificó que, en las últimas décadas, el profesorado ha comenzado a interesarse por reflexionar sobre el currículum y su influencia en sus prácticas cotidianas. Este cambio de enfoque ha permitido un mayor interés por las dimensiones democráticas y pedagógicas en la relación entre docentes y estudiantes. Discusión y Conclusiones: Se concluye que las dimensiones democráticas y pedagógicas pueden favorecer relaciones más equitativas entre docentes y estudiantes, impulsando construcciones multilaterales de la realidad. Es fundamental que el debate sobre el currículum oculto siga presente en todos los niveles educativos para fomentar una educación más justa y reflexiva.
... The lecture method places less emphasis on student involvement (Shqaidef et al., 2021). The Universal Design for Learning (UDL) method is a student-centred approach that is proactive in learning, teaching, and assessment (Marvin et al., 2021). It provides a framework for educators, students, and educational institutions to reimagine teaching and learning in new ways that incorporate new evidence and address significant challenges (Davis et al., 2022). ...
... Knowledge items = 1, 2, 3, 4, 5, 6, 9, 10, 11,12,13,17,18,19,20,23,24 ...
Adolescents are at increased risks of engaging in risky sexual behaviours, due to limited knowledge of their consequences. This study evaluated the effectiveness of Universal Design For Learning (UDL) a student -centered approcah compared to lecture method a teacher centered approach in improving adolescent knowledge in risky sexual behaviours. a controlled quasi experimental design was employed in two selected schools in Warri in Delta, Nigeria. Ekpan Secondary School was Exposed to lecture method while Ogbomro Secondary school received UDL tutelage. A total of 558 students (279 in each group) were recruited through simple random sampling. Data was collected using a well self structured questionnaire on "Knowledge of risky sexual behaviour" administered as self report questionnaire. descriptive statistics (mean, standard deviation, frequency and percentages) and inferential statistics ( chi-square and odd ratio) were used to analyze the data at a significance level of p<0.05. The result showed that before the intervention, both groups demonstrated similar levels of knowledge (p>0.552). Post intervention, the UDL group demonstrated significantly greater improvement on the knowledge of risky sexual behaviour compared to lecture group (97.9 vs. 91.0%). The UDL approach improved on the knowledge on risky sexual behaviour 8 times post intervention (OR p=8.52; 95% CI= 3.57-20.35) compared to the non significant change in the lecture group. Conclusively, UDL method significantly improved knowledge on risky sexual behaviour compared to lecture method. The public health nurse and policy makers should integrate UDL model in sexual health education for adolescents.
... • Universal Design for Learning (UDL): Can be applied to arts education through the UDL and activities that offer multiple means of representation, engagement, and expression. The UDL provides help to address the diverse learning needs of students with SEN (Caeiro et al., 2021;Glass et al., 2013;Roski et al., 2021;Silverstein, 2020;Tobón Gaviria, 2020). ...
The paper aims to analyze the relationship between inclusive education and cooperative learning through art teaching, reflecting on the need to promote an inclusive pedagogical approach that values educational diversity and encourages collaboration, favoring a more democratic and respectful environment in the classroom. The methodology used was qualitative-experimental, combining collaborative analysis and teaching practices in artistic education. It focused on the active interaction between teachers and inclusive students, implementing educational resources and socio-educational processes (diagnosis, planning, implementation and evaluation) to promote cooperative learning adapted to the diversity of the classroom. The results show that inclusive arts education and its methodology are complex to integrate into the educational system. Two groups were presented: the first, a structural model that describes progressive layers of teacher-student interaction in the inclusive classroom; the second, inclusive methodologies such as cooperative, collaborative and project-based learning, which promote socio-educational inclusion and art teaching. The inclusive approach in art education faces challenges due to a lack of resources and awareness. Post-contemporary didactics favor collaboration and social inclusion, improving cognitive and emotional skills. It is essential to implement these methodological changes in the Chilean educational system, promoting diversity and creative participation in the classroom. In conclusion, it is essential to update and design new artistic teaching instruments and cooperative-creative learning methodologies for students with special needs, promoting an innovative approach that respects educational and cultural diversity; this transformation, guided by the principles of pluralism and creativity, aims at inclusive and quality education in the long term.
... Por otro lado, algunas investigaciones encuentran impactos positivos del DUA en los resultados académicos (Baumann y Melle, 2019;Rappolt-Schlichtmann et al., 2013;Wilson et al., 2011), mientras que otros estudios cuestionan estos beneficios (King-Sears et al., 2015;Roski et al., 2021). Autores como Murphy (2021) cuestionan incluso la justificación para implementar el DUA debido a la falta de evidencia científica, señalando que "debido a que la efectividad de esta teoría no ha sido probada, no hay motivos para que los planes de implementación del DUA se enmarquen como decisiones 'basadas en evidencia'" (p. 7). ...
Universal Design for Learning (UDL) is a developing educational approach that aims to improve learning for all students without having to make significant modifications to the curriculum. This concept has been progressively incorporated into pedagogical debates and education regulations. Along this line, some publications have illustrated the efficacy of UDL in terms of access, participation, and commitment to learning processes, especially in the case of students with disabilities. This paper provides a systematic review of relevant academic literature that enhances our understanding of how UDL was integrated into teacher education processes by identifying three different forms of conceptualizing UDL. For this purpose, 88 articles were included that addressed the incorporation of Universal Design for Learning into initial and in-service teacher education processes. The results point to a dominant approach grounded on a problematic association of UDL with students with disabilities or learning difficulties. This narrow view restricts how teachers apply inclusive practices in classrooms, calling for a broader and more comprehensive interpretation of UDL. The study contributes to fostering discussions about Universal Design for Learning (UDL) as a whole, including the dominant perspective projected in how it is understood and applied in teacher education and classrooms. It envisions new, more inclusive scenarios for the development of educational approaches that support all learners, fostering a truly inclusive learning environment.
... According to Widyawan et al. (2023), the use of media as a curriculum development tool in the UDL approach is recommended as the main method for delivering material because it is considered that learning media can adapt. The application of UDL principles focuses on educational efforts to reach students in various ways, for example by reading texts aloud or using videos to convey learning material (Roski et al., 2021). ...
Inclusive education is a promising way to create an equitable and high-quality education system that accepts all learners, including those with special needs. Universal Design for Learning (UDL) offers a flexible and dynamic approach to meet the various needs of learners, helping them to reach their full potential in education. This literature study aims to discover the application of the universal design for learning approach in chemistry learning. The research method used Narrative Literature Review (NLR), which uses the Google Scholar database to search for journal articles from the last ten years. The results of the literature show that applying the Universal Design for Learning approach in chemistry learning has a major influence in improving the learning experience and learning outcomes of students with special needs. Various interesting teaching materials such as learning videos, interactive games, and the application of E-modules are also used to support the learning process.
... The advancement in AI technology offer the possibility of increasing the accessibility and inclusivity of content through various tools like text summarization, live captioning, machine translation and pre-existing collections of idioms and phrases (Strobelt et al., 2021). Rao and Meo (2016), and Roski et al. (2021), Universal Design for Learning model defines technology as a group of tools that aid different forms of communication, illustration and articulation. Therefore the extensive use of AI in educations institutions are confronted with a complicated reality today. ...
Purpose
Given the increasing attention on ChatGPT in academia due to its advanced features and capabilities, this study aims to examine the links among Artificial intelligence (AI), knowledge sharing, ethics, academia and libraries in educational institutions. Moreover, this study also aims to provide a literature base while discussing recent trends in AI and ChatGPT technologies, highlighting their specific uses in institutions.
Design/methodology/approach
The paper involves a structured interview format where a human interviewer poses questions “Qs” in ChatGPT, related to knowledge sharing, ethics, academia and libraries. Moreover a literature base is also provide to discussed recent trends in AI and ChatGPT technologies, highlighting their specific uses in institutions.
Findings
The study find out that AI and ChatGPT technologies in educational institutions affect knowledge sharing, ethical consideration, academia and libraries. This study also highlights literature directions for the trends and proper use of the AI and ChatGPT among institutions, such as improving student-learning engagement.
Originality/value
This research contributes to the prior literature by offering an in-depth review of current uses and applications of AI and ChatGPT in educational institutions. It not only highlights key trends and innovations but also provides insights and guidelines for future research. This study also provides insights and guidelines for future research. Furthermore, the article emphasizes the potential impact of AI and ChatGPT on the future of education and technology.
... La mejora gradual de las propuestas a través de la investigación-acción desde planteamientos multimodales, reflexivos y flexibles cercanos al planteamiento DUA (Roski et al., 2021), favorece el interés y la interacción entre pequeños grupos de niñas y niños con competencias distintas y complementarias entre sí. Mediante dichas investigaciones se pretende reducir posibles sesgos o barreras a la hora de trabajar en propuestas de ciencia (Glockengiesser et al., 2023; Lemkow-Tovias y Oliveros Masakoy, 2022; Pedreira y Lemkow-Tovias, 2021; Stinken-Rösner et al., 2020). ...
Tal como refiere la literatura existente, los espacios de libre elección dirigidos a educa-ción infantil tienen un papel clave en el desarrollo de las competencias relacionadas con la indaga-ción de niñas y niños. No obstante, encontramos pocas referencias acerca del interés que suscitan dichos espacios entre los docentes de los centros de educación infantil. La presente contribución busca determinar el interés, así como la satisfacción de las maestras de educación infantil hacia los espacios de ciencia inclusivos de libre elección, a partir del análisis de los índices de participación y de satisfacción obtenidos en el Lab 0_6 UManresa. Desde su creación en enero de 2016 se observa un importante incremento de participantes e interés, aspecto que reafirma el valor de los espacios de ciencia en la primera infancia
... An assumption of the UDL framework is that the multiplicity of presentation improves learning, or 'the more, the better,' as Roski, Walkowiak, & Nehring (2021) observed. However, the multiplicity of means of presenting information can be counterproductive in teaching. ...
Universal Design for Learning (UDL) is an instructional framework to improve learning outcomes in the general education curriculum. A critical analysis of its theoretical foundation and underlying assumptions is essential to understand its potential usefulness and limitations. Our analysis identifies seven issues that challenge key assumptions of the UDL framework. Although UDL developers assert the universal applicability of their framework to all learners, including those with disabilities, several concerns call into question the possibility of true universality with UDL. The UDL instructional framework emphasizes multiplicity in how information is presented, yet this UDL principle may conflict with cognitive load theory. UDL’s conceptual problems lead to challenges in testing its effectiveness. Finally, while proponents of UDL advocate using digital technology for its flexibility, it is imperative to distinguish between effective and ineffective ways to integrate technology within instruction.
