Universal Design for Learning in the pedagogical training of students in the Basic Education degree program

Abstract

Introduction: Universal Design for Learning (UDL) has become established as a pedagogical approach that promotes inclusive education through multiple forms of representation, action, and participation. Its incorporation is fundamental in initial teacher training to prepare future teachers to address diversity. Materials and methods: This study employed a mixed-methods, descriptive-correlational approach with a non-experimental, cross-sectional design. The sample included 91 students and 20 faculty members from the Basic Education program at Laica Eloy Alfaro University of Manabí (Ecuador), selected using stratified probability sampling. Structured questionnaires, validated through a pilot test, were administered using a Likert scale. Data were analyzed using SPSS v.27 and ATLAS.ti 8. Results: 82% of participants demonstrated medium to low levels of knowledge about UDL; its application in teaching practice was predominantly medium (40%) and low (35%). A statistically significant association was found between knowledge and application (χ²=21.66; p=0.0002; Cramer's V=0.736). The main strengths were increased motivation (79%) and student participation (80%); limitations included a lack of teacher training (85%) and limited use of technological resources (76%). Discussion: These findings are consistent with previous studies that indicate a gap between theoretical knowledge and the practical application of UDL, attributable to structural and institutional conditions. Conclusions: Implementing UDL in teacher training requires a comprehensive approach that integrates planning, methodology, evaluation, and ongoing teacher training, as well as strengthening institutional resources.