A systematic literature review on implemented UD strategies and their effectiveness today: What works in higher education?

Abstract

Universal Design (UD) is a validated educational design framework that, by proactively planning and removing learning barriers, accommodates student variability. This systematic literature review (SLR) adhered to the PRISMA guidelines explores the implementation and effectiveness of UD strategies in fostering inclusive online and offline learning environments within higher education. Employing a search string, including 'universal design', 'inclusive learning environment', and various terms related to higher education, effectiveness, and non-traditional learning, the study scoured the databases Web of Science, ERIC, and Scopus. A narrative synthesis approach was utilized to concisely summarize findings, explore similarities and differences, and delve into the reported UD strategies and outcomes of empirical studies within the higher education context. This includes both traditional settings, characterized by offline classrooms, and non-traditional, fully online environments, as outlined by Pathak and Palvia (2021). This SLR included 14 studies with diverse methodologies. This SLR shows that despite reasonably comprehensive reporting, a prevalent abstraction and limited practical orientation, especially in qualitative studies, hinder measurability, leading to restricted conclusive findings on the effectiveness of UD in higher education. The research provides valuable insights into the effectiveness of UD in diverse learning environments and reveals implementation strategies, challenges, and success factors in both traditional and online contexts. These insights provide more practical guidance for future research and policy initiatives aimed at enhancing specific areas and increasing the practical effectiveness of UD in varied educational environments.