Universal design for learning to improve students’ social interaction in elementary school teacher education
DOI:
https://doi.org/10.56294/saludcyt2024.1352Keywords:
Higher Education, Learning Strategy, Social Interaction, Universal Learning DesignAbstract
Introduction: The increasing diversity of learners in educational settings necessitates the adoption of inclusive teaching strategies. Universal Design for Learning (UDL) offers a framework to enhance student engagement and participation, particularly in higher education. Objectives: This study aims to evaluate the effectiveness of UDL strategies in fostering social interaction and adaptation to learning among Elementary School Teacher Education students. Methods: A mixed-methods approach was employed, combining observational data and qualitative interviews. Observations were conducted in lectures to assess student engagement levels, while interviews provided insights into individual experiences with UDL implementation. Results: The findings revealed that 70% of students actively engaged in social interactions during lectures, with 60% of participants reporting challenges in UDL implementation. Documentation rates indicated that 70% of social interactions were recorded, highlighting a strong emphasis on capturing student engagement. However, 10% of students faced barriers to participation, suggesting the need for tailored support. Conclusion: The study underscores the effectiveness of UDL in promoting an interactive learning environment, while also identifying areas for improvement. Ongoing professional development and resource allocation are essential to address the challenges faced by both students and educators in implementing UDL principles. This research contributes to the growing body of literature advocating for inclusive educational practices that cater to diverse learner needs
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