The influence of adaptations based on the universal design for learning (udl) on academic performance in the field of higher education

Abstract

Universal Design for Learning (UDL) is consolidated as a fundamental pedagogical approach to promote inclusion and equity in the academic field, particularly in higher education, where the diversity of learning styles and needs is most pronounced. The DUA articulates principles that seek to offer multiple avenues of representation, expression and participation, facilitating students' access to content and demonstration of their learning according to their individual capabilities. The objective of this research is to analyze the impact of adaptations based on Universal Design for Learning (UDL) on the academic performance of students in the field of higher education. Through the evaluation of various inclusive pedagogical strategies implemented under the principles of UDL, we seek to determine their effectiveness in improving access, participation and academic success of students with different learning styles and educational needs. The implementation of (DUA) in higher education was analyzed in depth through an exhaustive review of the existing literature on its principles and its effect on academic performance. In conclusion, Universal Design for Learning (UDL) has established itself as an effective approach to promote inclusion and improve academic performance in higher education. By offering multiple forms of representation, expression, and engagement, this approach allows students with diverse abilities and learning styles to have equitable access to educational content.