A purpose-driven approach to apply the universal design for learning: A focus on the “why”

Terry Eyland and Ambrose Leung

International Review of Economics Education, 2025, vol. 49, issue C

Abstract: We aim to develop a teaching methodology that can strike the best balance between clear terminal goals and deep understanding informed by the Universal Design for Learning (UDL) pedagogy. UDL is a pedagogical framework that promotes academic curriculum design to develop students into expert learners who are purposeful and motivated, resourceful and knowledgeable, strategic and goal-directed. The pedagogical method discussed in this paper entails the application of backward design with a strong focus on the “why” of learning to maintain curiosity and interest of students throughout the semester. A key element of our strategy involves assigning students with tasks that are based on relevant examples of broad interest to a diverse student population. This approach can effectively motivate the learning of theoretical concepts before further advancing the curriculum in class. The goal is to provide students with guidance to achieve higher levels of learning in a progressive way through scaffolding so that at all steps students see the purpose, have the resources to get going, but also have a little research to do to complete the task.

Keywords: Undergraduate teaching; Students’ learning; Course design; Universal Design for Learning (search for similar items in EconPapers)
JEL-codes: A22 (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:eee:ireced:v:49:y:2025:i:c:s1477388025000118

DOI: 10.1016/j.iree.2025.100319

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