Navigating complexities of educator professionalisation: implications on programme design & evaluation

Abstract

This study explores the principles of effective professional development (PD) through a case study of a Universal Design for Learning (UDL) training programme in higher education (HE). In increasingly diverse HE environments, inclusive teaching is essential. Although UDL frameworks offer robust guidelines for fostering inclusivity, there is limited understanding of how PD interventions translate into sustained behavioural change among educators. This study identified key factors influencing learning transfer. The case study involved a three-day UDL training programme conducted at a Flemish university, attended by 25 participants from various faculties. The training aimed to enhance participants’ knowledge, confidence, and ability to implement inclusive teaching strategies. The programme incorporated practical exercises, discussions, and collaborative activities. Data collection included voluntary feedback from participants and expert input during a roundtable discussion at the EAPRIL 2024 conference. Thematic analysis identified three critical factors for effective learning transfer: structured and adaptive training design, trainer scaffolding, and participant self-reflection. Findings highlight that learning transfer requires continuous support, adaptable content, and reflective practices. Trainers play a crucial role in guiding participants through challenges and reinforcing learning outcomes. This study underscores the importance of PD programmes that balance immediate applicability with long-term behavioural change. Future research should explore the interplay between the three critical factors across diverse institutional contexts.