Teachers’ Implementation of Universal Design for Learning in Inclusive Classrooms: A Systematic Literature Review

Abstract

This study examines how the Universal Design for Learning (UDL) Model helps the implementation of teachers' teaching in inclusive classes through the Systematic Literature Review (SLR) approach. UDL is a flexible pedagogical framework that emphasizes the three main principles of engagement, representation, and action and expression to ensure that every student has the same access to learning despite their different abilities. This study was conducted using the PRISMA approach to identify, analyse and synthesize empirical evidence from articles obtained through three main databases: Scopus, ERIC and SciSpace. A total of 55 articles were identified, but after the screening and eligibility evaluation process, only 10 articles met the inclusion criteria and were analysed in depth. The findings of the study show that UDL is able to improve the effectiveness of teachers' teaching through increased student involvement, the provision of various learning options, as well as the diversity of teaching designs. However, the implementation of UDL still faces constraints in terms of teacher training, conceptual understanding, and institutional support. The analysis also found a gap between theory and practice, especially in the local context where there is still a lack of UDL-based training modules. Overall, this SLR shows that the success of the implementation of UDL depends not only on the understanding of teachers, but also on the ability of the education system to provide continuous professional support. The implications of the study suggest the development of a contextual teacher training module to strengthen inclusive teaching practices in Malaysia.