Fostering Equity Students’ Experience and Success Through a Lens of Universal Design for Learning

Abstract

This study investigates how Universal Design for Learning (UDL) enhances the experiences and outcomes of equity students in higher education, focusing on those from low socioeconomic status (SES), regional and remote (RR), and non-English speaking background (NESB) cohorts. Unlike traditional applications of UDL, which primarily focus on students with disabilities, this research customises the UDL framework to address the unique challenges faced by these equity groups, emphasizing their distinct learning barriers and support needs. Drawing on qualitative data from 27 semi-structured interviews conducted at a large public university in Australia, this study explores the adaptation of UDL principles in curriculum design, course delivery, and assessment. The research highlights the critical role of the “3 E’s”: Empowerment, achieved by equipping students with tools and autonomy in learning; Engagement, fostered through adaptable and inclusive teaching approaches; and Effectiveness, ensuring students acquire meaningful skills suited to their diverse educational needs. Practical strategies derived from this research include flexible assessment models, the use of AI and digital tools for accessibility, and structured mentoring programs to support student success. These findings offer actionable guidance for educators seeking to create more inclusive learning environments and reinforce UDL’s transformative potential in advancing equity, diversity, and inclusion in higher education.