Training of Future Teachers in the Binomial Universal Design for Learning and Technologies for Inclusive Education

Rosalía Romero-Tena (), Raquel Martínez-Navarro and Antonio León-Garrido
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Rosalía Romero-Tena: Faculty of Educational Sciences, University of Seville, 41013 Seville, Spain
Raquel Martínez-Navarro: Faculty of Educational Sciences, University of Seville, 41013 Seville, Spain
Antonio León-Garrido: Faculty of Educational Sciences, University of Seville, 41013 Seville, Spain

Sustainability, 2025, vol. 17, issue 14, 1-13

Abstract: Teacher education plays a key role in promoting inclusion and educational equity, especially in contexts characterised by increasing socio-cultural diversity and technological advancement. In this framework, Universal Design for Learning (UDL) and digital technologies are presented as complementary and innovative strategies to create accessible, flexible, and motivating learning environments for all students. The study analysed the impact of UDL-focused learning activities and integrated Information and Communication Technologies (ICT). A comparative tool was applied before and after the intervention to measure the level of knowledge, perception, and digital competence of prospective teachers. Statistical analyses were carried out to evaluate the changes obtained. Findings reveal significant improvements in knowledge about UDL, as well as positive perceptions of ICT as a resource for inclusion. Participants demonstrated a greater understanding of UDL principles and strengthened their digital competences to design educational proposals adapted to diversity. The research confirms the value of integrating UDL and ICT in teacher training, fostering inclusive educational practices. It highlights the need to strengthen training programmes that respond to the current challenges of the education system.

Keywords: UDL; technologies; digital competences; inclusive education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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