Universal Design for Learning in the configuration of inclusive practices among university lecturers in Ecuador

Abstract

The growing diversity of students in university classrooms is a reality that intensifies year after year. This scenario makes the teaching staff a fundamental agent in promoting truly inclusive education that favours meaningful and quality learning. This study aims to identify the educational practices of teachers at a public university in Ecuador and determine whether they are aligned with the Universal Design for Learning (UDL) framework. A quantitative, descriptive-exploratory study was conducted, using a survey to collect data from a sample of 123 teachers from 23 university degree programmes. The results show that the most established practices are related to curriculum planning, the use of participatory strategies, and the use of virtual environments. However, weaknesses were identified in the diversification of content formats, formative assessment, and the creation of affective spaces and openness to dialogue, suggesting opportunities for improvement in the construction of inclusive environments and in teacher training. Teachers' perceptions of institutional preparedness to address diversity are critical, pointing to the need to strengthen inclusive policies and institutional support. It is concluded that the DUA is an effective framework for guiding educational transformation and that teachers and students should be considered key actors in building more inclusive universities.