Universal Design for Learning (UDL) in Higher Education Institutions (HEIs): Enablers and Disablers

Abstract

This paper investigates Universal Design for Learning (UDL) in Higher Education Institutions (HEIs) by specifically targeting enablers and disablers. Databases from ERIC, JSTOR and Google Scholar, as well as institutional repositories and grey literature from governmental and non-governmental organizations were used to identify appropriate studies. The combined effect estimates for each outcome were computed in Meta XL using random effects. Drawing on data from 25 empirical studies, policy analyses, and institutional reports published between 2010 and 2024, the study identifies key enablers such as committed institutional leadership, aligned national education policies, and focused capacity-building initiatives for educators. However, significant disablers persist, including insufficient resources, inadequate infrastructure, and limited faculty expertise in UDL principles. Effect size calculations reveal the extent to which these factors facilitate or hinder UDL adoption. The findings underscore the importance for coordinated policy interventions, institutional support and sustained faculty development to ensure the successful integration of UDL, as well as highlighting the challenges posed by systemic resource constraints and fragmented policy enforcement. This research shall enrich educators, policymakers, and stakeholders seeking to enhance the accessibility and inclusiveness of Zambia’s higher education system. The study recommends addressing systemic issues such as poverty, lack of access to technology and cultural barriers that can impede the effective implementation of UDL. Thus, HEIs can create a more equitable and inclusive learning environment for all students.

Key words: Disablers, Enablers, Faculty Development, Universal Design for Learning (UDL), Higher Education Institutions (HEIs)

DOI: 10.7176/JEP/16-3-21

Publication date: March 30^th 2025