Universal Design for Learning in the Era of Artificial Intelligence: Applications, Challenges and Future Prospects

Abstract

Universal Design for Learning (UDL) creates an educational environment through which educators account for various learning styles and differences. It establishes personalized teaching and learning environment. Accordingly, this study examines the efficiency of this innovative educational approach in real life situations. A mixed methods approach was used to collect and sift the data. The study relied mainly on exclusive classroom observations, questionnaires and interviews, all of which target teachers’ attitudes towards, assumptions about and expectations for the application of this innovative approach.  The preliminary results of the research unveil how teachers and practitioners implement the UDL within their classroom practices. This instructional design framework proves relevant and applicable as claimed by several teachers as it enables students to engage with the content of the lesson, and maintain motivation and interest. Nevertheless, standpoints about the UDL in Moroccan classrooms are still fluctuating as the analysis of teachers’ attitudes and practices shows that UDL is time consuming, pervasively relying on technology and most importantly lacking adequate professional development and teacher training. Following an in depth multidimensional analysis of the findings, some recommendations for effective practices using UDL are presented and discussed.