Implementing Universal Design for Learning in LMICs: Role of Technology and Online Resources in Enhancing Access and Equity in Education

• In Event: Technology in inclusive education

Proposal

UNESCO’s Global Education Monitoring Report (2020) strongly recommends the adoption of Universal Design for Learning (UDL) at the government level so that it becomes an integral part of countries’ inclusive education policies. In its simplest form, Universal Design for Learning (UDL) is grounded in three core principles that emerge from research on the neurological basis of learning, developed by the Center for Applied Special Technology (CAST) in the USA. The three principles are: (1) Multiple Means of Representation: This involves offering various, flexible methods of presenting information to accommodate different ways that learners acquire knowledge and information. (2). Multiple Means of Engagement: This principle focuses on providing a range of flexible engagement options to foster learners’ interest and curiosity through accessible learning activities tailored to diverse abilities. (3). Multiple Means of Action and Expression: This involves offering learners a variety of adaptable approaches to action and expression, allowing them to demonstrate their knowledge in different ways.The principles, originally developed to support learners with disabilities, are now acknowledged as crucial for providing an equitable learning opportunity to all students in a classroom.

However, UDL has largely been developed in high-income countries with technology as a central theme. The question is whether the purported benefits of the UDL approach can translate into low and middle-income country (LMIC) contexts.

The objective of the study was to explore the relevance and fit of UDL to LMIC contexts. It was addressed by collecting qualitative data through interviews, either individual or group, with 12 purposively selected representatives from international agencies, non-governmental organizations (NGOs), and UDL experts who have experience in providing inclusive education services in LMICs. To be selected, the following inclusion criteria were applied for the participants: recognized expertise and experience in UDL, employed by an organization promoting inclusive education in low- and middle-income countries, experience of a project which supports the implementation of UDL in LMICs, representing different global regions. The focus was on generating a description of the phenomenon (UDL) in context (low to middle-income countries) with reference to a small number of cases [12]. Consequently, the study made use of a phenomenological methodological and philosophical approach, collecting data in a relatively unstructured way from participants who were considered to be in a position to provide us with rich data on the topic. The phenomenological approach assumes that individuals have unique and subjective experiences of the world. It emphasizes understanding the world from the perspective of the participants, acknowledging that reality is constructed through personal experiences. A semi-structured interview schedule was developed based on the research objective and guided by the findings of a literature review on UDL in LMIC by McKenzie et al. (2021). The interview questions were related to the participants’ lived experiences and understanding of UDL and how it supports inclusive education. The interviews were conducted virtually via Zoom by members of the research team, all of whom have experience in qualitative interviewing techniques. All the interviews were conducted in English. The interviews were recorded with the permission of the participants. The recordings were then transcribed manually by the researchers, or the transcripts were obtained from Zoom, which were then checked for completeness and corrected as necessary by comparing them with the audio recordings. Initially, data were analyzed deductively based on the topics covered by the interview questions and guided by findings of the literature review on implementation of UDL in LMIC by McKenzie et al. (2021). Data analysis was guided by interpretive phenomenological analysis. It entailed reading the participants’ responses to the interview questions and coding these manually. Three researchers undertook the coding independently of one another to enhance the confirmability of the findings. The codes that had similar traits were then grouped to build themes. The researchers then identified sub-themes within these themes through an inductive process. The content of the themes and sub-themes from the different transcripts were then compared and grouped into three themes and their sub-themes by the research team working collaboratively. The three themes were: Understanding of UDL, UDL supporting inclusive education and UDL in teacher-training initiatives and capacity building. In this presentation, we will focus on the third theme, specifically on the subtheme: Use of technology and online resources.

Teachers in Low- and Middle-Income Countries (LMICs) need training and support to effectively implement Universal Design for Learning (UDL) in online learning environments. Digital literacy is a significant barrier for both teachers and learners, requiring targeted training and capacity building. Access to technology and internet connectivity is a challenge, emphasizing the need for blended learning approaches and low-tech solutions. Mobile phones, WhatsApp, Google Apps, Microsoft Teams, videos, laptops, and local materials are viable technologies for UDL implementation in LMICs. Community involvement and partnerships are crucial for sourcing materials and supporting UDL implementation. Contextualization of technology use is essential, considering factors like electricity availability and offline access.
The implications of these findings are clear. Teacher training programs must prioritize digital literacy, UDL principles, and blended learning approaches to equip educators with the necessary skills. Furthermore, education policymakers and stakeholders should invest in capacity building, infrastructure development, and community partnerships to support these initiatives. Given the resource constraints in many LMICs, UDL implementation should focus on inclusive approaches that incorporate low-tech and no-tech solutions. Finally, online resources and materials should be adapted to cater to diverse audiences, with a focus on ensuring that they can be used offline.

This work is significant to the theme of CIES 2025: Envisioning Education in a Digital Society, as it emphasizes the need for equitable and inclusive digital education solutions that address the diverse needs of learners in LMICs. It highlights the importance of addressing digital literacy, access, and contextualization challenges to effectively implement UDL in LMICs. By prioritizing teacher training, capacity building, and community involvement, education stakeholders can create inclusive learning environments that leverage technology and low-tech solutions, ultimately enhancing educational access and equity.

Author

• Amani Karisa, African Population & Health Research Centre