Abstract

CHAVEZ TAIPE, Ysabel Victoria; LOZANO LOZANO, Marile  and  SANCHEZ ORTEGA, Jaime Agustín. Universal design for learning: a systematic review. Revista InveCom [online]. 2025, vol.5, n.2, e502004.  Epub Feb 15, 2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.12738427.

The article arose from the need to learn about university practices linked to Universal Design for Learning (UDL), whose approach provides inclusive and equitable experiences to address individual differences, which address the challenge of attention to diversity, from a perspective that guides the design of a flexible curriculum that supports students effectively. The objective was to analyze the results of scientific studies, to know what research based on UDL has been developed in the last five years. Methodology: A review of the literature was used to provide critical information regarding teaching practice, qualitative approach, descriptive level, and grounded theory design. Likewise, the collection technique was bibliographic review through publications of journals indexed in Scopus, ScienceDirect, Eric and Scielo, based on the PRISMA 2020 model; relevant studies were compiled between 2018 and 2023. Results: 42.1% of studies focused on pedagogical strategies; 31.6% in the use of technologies and 26.3% in attention to diversity. Conclusion: Research agrees that UDL is a quality strategy to address education in an inclusive learning environment; diversity is valued and leads to teacher training and practice assuming a fundamental role of responsibility for the benefit of all students in the face of discriminatory attitudes.

Keywords : learning; diversity; disability.

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