Integrating Universal Design for Learning (UDL) in postgraduate education: A mixed-methods study

• In Event: AERA Roundtable Session Saturday 1:45 pm - Gold 2
  In Roundtable Session: Advancing Inclusion and Belonging in Doctoral and Postgraduate Education

Abstract

academic demands. Inadequate inclusiveness in learning environments jeopardizes postgraduates’ mental health and academic success, necessitating supportive frameworks. Universal Design for Learning (UDL) is extensively implemented as a framework for inclusive education. Its application in postgraduate education remains theoretically promising yet empirically understudied. Thus, this mixed-methods study, including 527 survey respondents and 12 interviewees, explored postgraduate students’ perceived UDL integration and its links to student engagement and teacher-student relationships. This study establishes empirical links between UDL principles and aspects of student engagement, while introducing teacher-student relationships as an under-examined yet critical outcome variable. It advances UDL theory by contextualizing it within postgraduate education, proposing tailored implementation strategies that balance structured support for advanced academic demands, ultimately fostering more inclusive academic environments.

Authors

• Ning Ren, The Chinese University of Hong Kong

• Gary Lam, The Chinese University of Hong Kong

• Ronnel B. King, Chinese University of Hong Kong

• Anthony MC So, The Chinese University of Hong Kong

• Vivian WY LEE, The Chinese University of Hong Kong