Beyond Lectures: Evaluating Podcasts as a Medium for Inclusive Learning in Higher Education

Résumé

Podcasting has become an established feature of everyday media consumption, yet its role in higher education remains under-examined, particularly with respect to communication and inclusion rather than content delivery alone. This study investigates the way podcasts function as a medium for educational communication among fifty-four Moroccan university students, using a mixed-methods design that combined a questionnaire, semi-structured interviews with podcast-experienced students, and an experiment built around an original two-episode podcast. Universal Design for Learning (UDL) served as the interpretive framework, and the study asked how podcasts support learner autonomy, motivation, and expressive communication; how they shape engagement, comprehension, and collaboration; and how closely they align with UDL’s three core principles. Findings show that most students regarded podcasts as more motivating and accessible than traditional lectures, valued the ability to control pace and revisit content, and reported gains in confidence and collaborative discussion, particularly during group work built around podcast content. A minority, however, struggled with concentration, language comprehension, or the absence of visual cues, underscoring that podcasting works best as a complement to, rather than a replacement for, existing teaching methods. The study extends current understanding of podcasting beyond content delivery, positioning it as a tool for communication, inclusion, and peer learning in higher education.