Developing Inclusivity among Secondary School Students through Universal Design for Learning

Abstract

The fourth Sustainable Development Goal (SDG-04) emphasizes educational inclusivity, positioning Universal Design for Learning (UDL) as a viable approach. Following the emergence of inclusive education concepts, numerous pedagogical methodologies have been proposed to facilitate effective inclusive educational implementation. This research examined the association between Universal Design for Learning methodologies and Sustainable Learning Skills developed by secondary-level students in government institutions within District Swat, Pakistan. The primary research aims included exploring educator and learner perspectives regarding UDL strategies employed in secondary institutions, documenting teacher and student observations concerning SLS at the secondary educational level, and determining the relationship between UDL implementation and SLS among secondary school students in Swat District. A quantitative correlational investigation was undertaken utilizing a sample comprising 296 educators and 377 learners from the target population. Two distinct survey instruments were employed to assess perceptions regarding UDL implementation and SLS, encompassing relearning, autonomous learning, cooperative learning, participatory learning, and knowledge transfer capabilities. Data analysis incorporated descriptive statistical measures, independent sample t-tests, Pearson correlation analysis, and multiple linear regression techniques. Results revealed robust positive correlations between SLS and core UDL components—engagement, representation, and expression—with the latter serving as the predominant predictor in regression analyses. Additionally, educators and students demonstrated perceptual disparities in this regard, highlighting the need for enhanced engagement-oriented instructional approaches. The study will demonstrate why it is important to implement UDL models in the educational process at the secondary school level, considering both the theoretical and practical uses of inclusive learning settings as a way of fostering the ability to engage in lifelong learning. UDL principles are to be integrated into the process of promoting sustainable learning by educational practitioners. Educational authorities should support the implementation of UDL with the help of professional development programs.