UNIVERSAL DESIGN FOR LEARNING (UDL) IN TEACHERS' PEDAGOGICAL PRACTICES: A CASE STUDY IN CHILE
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| Format: | Recurso digital |
| Langue: | anglais |
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2025
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| _version_ | 1866901198152400896 |
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| author | González Ramírez, Teresa Araya Hurtado, Katherina |
| author_facet | González Ramírez, Teresa Araya Hurtado, Katherina |
| contents | <p><span lang="EN-US">This study examines the level of implementation of Universal Design for Learning (UDL) in the teaching practices of Chilean educators, considering their perception of diversity and their initial and ongoing training in the model. The research is part of the project <em>“Universal Design for Learning: contributions to curricular practices and inclusive and digital school cultures”</em>, funded in the 2020 call of the Spanish State Plan for Scientific and Technical Research and Innovation 2017–2020 (PID2020-112530RB-I00). The sample included Chilean teachers, and data were collected between March and May 2025.</span></p> <p><span lang="EN-US">The study follows a quantitative-exploratory approach and is based on a Likert-scale questionnaire designed to evaluate:</span></p> <ul> <li><span lang="EN-US">Teachers’ perception of diversity.</span></li> <li><span lang="EN-US">Initial and ongoing training in UDL.</span></li> <li><span lang="EN-US">The level of implementation of UDL principles in classroom practices (Engagement, Representation, Action and Expression)</span></li> </ul> <p><span lang="EN-US">The questionnaire is organized into two sections:</span></p> <ol> <li><span lang="EN-US">Multiple-choice items and an open-ended question collecting qualitative information about participants and their educational contexts.</span></li> <li><span lang="EN-US">Likert-type items (1–5) collecting quantitative data on the study variables.</span></li> </ol> <p><span lang="EN-US">The questionnaire was originally developed, validated, and applied in Spanish. For clarity, table headings and notes have been translated into English; however, the original data remain in Spanish.</span></p> <p><span lang="EN-US">The dataset includes:</span></p> <ul> <li><span>PDF of the questionnaire administered</span></li> <li><span lang="EN-US">Microsoft Excel file with teachers’ quantitative responses.</span></li> <li><span lang="EN-US">Illustrative charts.</span></li> <li><span lang="EN-US">Exploratory and Confirmatory Factor Analysis (EFA/CFA).</span></li> <li><span lang="EN-US">Descriptive statistics by questionnaire dimensions.</span></li> <li><span lang="EN-US">Correlations between variables: perception of diversity and teaching practices, as well as UDL training and teaching practices.</span></li> </ul> <p><span lang="EN-US">These materials allow for the generation of descriptive statistics (means, standard deviations, percentages, and frequency distributions), reliability analysis using Cronbach’s alpha for the Likert scales, correlational analysis among the variables, and charts generated from the Excel data.</span></p> <p><span lang="EN-US">Results indicate that the UDL principle most implemented by teachers was <em>Multiple Means of Representation</em>, with a mean of 4.27, highlighting the use of linguistic strategies and activation of prior knowledge. In contrast, the principle <em>Multiple Means of Engagemen</em>t showed slightly lower implementation (4.23), particularly in practices related to self-regulation and autonomy.</span></p> <p><span lang="EN-US">Finally, the findings demonstrate that initial training in UDL acts as a significant facilitator of the model, while teachers’ perception of diversity can limit its implementation, maintaining reductionist views and a heterogeneous application of the model. The study emphasizes the importance of providing inclusive initial training as a key strategy to improve perceptions of diversity attention and strengthen professional competencies necessary for effective inclusive education. The results also help identify training needs that could be addressed through public policies and institutional strategies.</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_17764354 |
| institution | Zenodo |
| language | eng |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | UNIVERSAL DESIGN FOR LEARNING (UDL) IN TEACHERS' PEDAGOGICAL PRACTICES: A CASE STUDY IN CHILE González Ramírez, Teresa Araya Hurtado, Katherina Diversity Perceptions, Educational Inclusion, Professional Pedagogical Practices, Professional training UDL Principles, Universal Design for Learning (UDL) <p><span lang="EN-US">This study examines the level of implementation of Universal Design for Learning (UDL) in the teaching practices of Chilean educators, considering their perception of diversity and their initial and ongoing training in the model. The research is part of the project <em>“Universal Design for Learning: contributions to curricular practices and inclusive and digital school cultures”</em>, funded in the 2020 call of the Spanish State Plan for Scientific and Technical Research and Innovation 2017–2020 (PID2020-112530RB-I00). The sample included Chilean teachers, and data were collected between March and May 2025.</span></p> <p><span lang="EN-US">The study follows a quantitative-exploratory approach and is based on a Likert-scale questionnaire designed to evaluate:</span></p> <ul> <li><span lang="EN-US">Teachers’ perception of diversity.</span></li> <li><span lang="EN-US">Initial and ongoing training in UDL.</span></li> <li><span lang="EN-US">The level of implementation of UDL principles in classroom practices (Engagement, Representation, Action and Expression)</span></li> </ul> <p><span lang="EN-US">The questionnaire is organized into two sections:</span></p> <ol> <li><span lang="EN-US">Multiple-choice items and an open-ended question collecting qualitative information about participants and their educational contexts.</span></li> <li><span lang="EN-US">Likert-type items (1–5) collecting quantitative data on the study variables.</span></li> </ol> <p><span lang="EN-US">The questionnaire was originally developed, validated, and applied in Spanish. For clarity, table headings and notes have been translated into English; however, the original data remain in Spanish.</span></p> <p><span lang="EN-US">The dataset includes:</span></p> <ul> <li><span>PDF of the questionnaire administered</span></li> <li><span lang="EN-US">Microsoft Excel file with teachers’ quantitative responses.</span></li> <li><span lang="EN-US">Illustrative charts.</span></li> <li><span lang="EN-US">Exploratory and Confirmatory Factor Analysis (EFA/CFA).</span></li> <li><span lang="EN-US">Descriptive statistics by questionnaire dimensions.</span></li> <li><span lang="EN-US">Correlations between variables: perception of diversity and teaching practices, as well as UDL training and teaching practices.</span></li> </ul> <p><span lang="EN-US">These materials allow for the generation of descriptive statistics (means, standard deviations, percentages, and frequency distributions), reliability analysis using Cronbach’s alpha for the Likert scales, correlational analysis among the variables, and charts generated from the Excel data.</span></p> <p><span lang="EN-US">Results indicate that the UDL principle most implemented by teachers was <em>Multiple Means of Representation</em>, with a mean of 4.27, highlighting the use of linguistic strategies and activation of prior knowledge. In contrast, the principle <em>Multiple Means of Engagemen</em>t showed slightly lower implementation (4.23), particularly in practices related to self-regulation and autonomy.</span></p> <p><span lang="EN-US">Finally, the findings demonstrate that initial training in UDL acts as a significant facilitator of the model, while teachers’ perception of diversity can limit its implementation, maintaining reductionist views and a heterogeneous application of the model. The study emphasizes the importance of providing inclusive initial training as a key strategy to improve perceptions of diversity attention and strengthen professional competencies necessary for effective inclusive education. The results also help identify training needs that could be addressed through public policies and institutional strategies.</span></p> |
| title | UNIVERSAL DESIGN FOR LEARNING (UDL) IN TEACHERS' PEDAGOGICAL PRACTICES: A CASE STUDY IN CHILE |
| topic | Diversity Perceptions, Educational Inclusion, Professional Pedagogical Practices, Professional training UDL Principles, Universal Design for Learning (UDL) |
| url | https://doi.org/10.5281/zenodo.17764354 |