Inclusive strategies for active learning in digital environments using the UDL approach
Article Sidebar
Main Article Content
Abstract
The expansion of digital education has revealed barriers to access and participation; the purpose was to identify and systematize inclusive strategies, based on Universal Design for Learning, that enhance active learning in virtual environments. Methods: Qualitative and exploratory literature review (2015–2025) in Scopus, Web of Science, ERIC, SpringerLink, and ScienceDirect, with descriptors in Spanish/English, Boolean operators, and inclusion criteria focused on experiences and applied models; analysis using a matrix aligned with representation, action/expression, and engagement. Results: strategies are grouped as diversification of media (text, audio, video, infographics), flexibility of expression and assessment (portfolios, videos, iterations, transparent rubrics), adapted collaborative methodologies (rotating roles, multimodal participation), and tools for self-regulation (progress panels, immediate feedback, reminders) are grouped together, which increase participation, motivation, and equity, although gaps in accessibility and teacher training persist. Conclusions: The articulation of strategies shapes inclusive ecosystems; their sustainability requires institutional policies, training, and technological improvement.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
References
Ableser, J., & Moore, C. (2018). Universal Design for Learning and Digital Accessibility: Compatible Partners or a Conflicted Marriage?. EDUCAUSE Review (Online).
Almeqdad, Q. I., Alodat, A. M., Alquraan, M. F., Mohaidat, M. A., & Al Makhzoomy, A. K. (2021). The effectiveness of universal design for learning: A systematic review of the literature and meta analysis. Educational Assessment, Evaluation and Accountability. https://doi.org/10.1080/2331186X.2023.2218191 DOI: https://doi.org/10.1080/2331186X.2023.2218191
Andrade-Buñay, Z., Durán-Muñoz, R., Santos-Baranda, J., & Rodriguez-Revelo, E. (2025). La retroalimentación del aprendizaje mediante herramientas digitales en la asignatura de Historia. Revista Científica Zambos, 4(2), 135-154. https://doi.org/10.69484/rcz/v4/n2/112 DOI: https://doi.org/10.69484/rcz/v4/n2/112
Barahona-Martínez, G. E., Gallardo-Chiluisa, N. N., Quisaguano-Caiza, Y. E., Jiménez-Rivas, D. E., Caicedo-Basurto, R. L., Guanotuña-Yaulema, J. A., Flores-Cruz, P. L., & Guevara-Hernández, D. M. (2024). Inteligencia Artificial en la Educación Avances y Desafíos Multidisciplinarios. Editorial Grupo AEA. https://doi.org/10.55813/egaea.l.101 DOI: https://doi.org/10.55813/egaea.l.101
Cajamarca-Correa, M. A., Cangas-Cadena, A. L., Sánchez-Simbaña, S. E., & Pérez-Guillermo, A. G. (2024). Nuevas tendencias en el uso de recursos y herramientas de la Tecnología Educativa para la Educación Universitaria. Journal of Economic and Social Science Research, 4(3), 127–150. https://doi.org/10.55813/gaea/jessr/v4/n3/124 DOI: https://doi.org/10.55813/gaea/jessr/v4/n3/124
CAST. (2025). Evidence & Benefits of UDL. https://www.cast.org/what-we-do/evidence
CAST. (2025). Universal Design for Learning Guidelines version 3.0. Center for Applied Special Technology (CAST). Recuperado de https://udlguidelines.cast.org
Herrera-Enríquez, V. N., Ilaquiche-Toaquiza, M. O., Mendoza-Armijos, H. E., Saavedra-Calberto, I. M., & Bonilla-Morejón, D. M. (2023). Estrategias de aprendizaje híbrido para mejorar la equidad educativa en zonas rurales. Revista Científica Ciencia Y Método, 1(1), 55-69. https://doi.org/10.55813/gaea/rcym/v1/n1/10 DOI: https://doi.org/10.55813/gaea/rcym/v1/n1/10
Ilvis-Vacacela, J. M., Guaita-Lagua, Z. C., & Yuquilema-Cachipud, M. A. (2025). El impacto de herramientas digitales en el aprendizaje de la lengua Kichwa: experiencia innovadora de enseñanza virtual. Journal of Economic and Social Science Research, 5(1), 93–106. https://doi.org/10.55813/gaea/jessr/v5/n1/156 DOI: https://doi.org/10.55813/gaea/jessr/v5/n1/156
King-Sears, M. E., & Johnson, T. M. (2020). Universal Design for Learning Chemistry Instruction for Students With and Without Learning Disabilities. Remedial and Special Education, 41(4), 207-218. https://doi.org/10.1177/0741932519862608 (Original work published 2020) DOI: https://doi.org/10.1177/0741932519862608
Matthews, K., Cavanaugh, C., & Wilson, E. (2022). Designing for inclusion and engagement in higher education: The role of universal design for learning. International Journal of Inclusive Education, 26(5), 481–498.
Mendoza-Armijos, H. E., Rivadeneira-Moreira, J. C., Carvajal-Jumbo, A. V., & Saavedra-Calberto, I. M. (2023). Análisis de la relación entre el uso de dispositivos digitales y el rendimiento académico en matemáticas. Revista Científica Ciencia Y Método, 1(2), 43-57. https://doi.org/10.55813/gaea/rcym/v1/n2/14 DOI: https://doi.org/10.55813/gaea/rcym/v1/n2/14
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and practice. CAST Professional Publishing.
Montalvo-Vergara, M. S., Salazar-Vergara, L. del C., Maliza-Muñoz, W. F., & Tapia-Bastidas, T. (2025). Uso de la tecnología asistiva en la enseñanza de niños con autismo. Revista Científica Zambos, 4(2), 38-53. https://doi.org/10.69484/rcz/v4/n2/107 DOI: https://doi.org/10.69484/rcz/v4/n2/107
Montes, R., Herrera, L., & Crisol, E. (2024). Moodle Usability Assessment Methodology using the Universal Design for Learning perspective. https://doi.org/10.48550/arXiv.2403.10484
Moreno-Rodriguez, C. J., Otavalo-Criollo, I. A., Gallardo-Chiluisa, N. N., Díaz-Avelino, J. R., Ochoa Reyes, R. D., Moreno-Gudiño, B. P., Peñaherrera Andrade, R. S., & Ojeda-Ojeda, J. J. (2024). Gestión del Conocimiento y Educación en el Desarrollo Organizacional y Académico. Editorial Grupo AEA. https://doi.org/10.55813/egaea.l.98 DOI: https://doi.org/10.55813/egaea.l.98
Orndorf, A., Naranjo, C., & Tucker, T. (2022). UDL and multimedia: Exploring student preferences and effectiveness in hybrid courses. Journal of Postsecondary Education and Disability, 35(2), 165–180.
Piedra-Castro, W. I., Burbano-Buñay, E. S., Tamayo-Verdezoto, J. J., & Moreira-Alcívar, E. F. (2024). Inteligencia artificial y su incidencia en la estrategia metodológica de aprendizaje basado en investigación. Journal of Economic and Social Science Research, 4(2), 178–196. https://doi.org/10.55813/gaea/jessr/v4/n2/106 DOI: https://doi.org/10.55813/gaea/jessr/v4/n2/106
Quinatoa-Chasi, W. D., Cepeda-Valente, W. M., Chasi-Chela, A. V., Chasi-Chela, N. F., Casanova-Villalba, C. I., Salgado-Ortiz, P. J., Guerrero-Freire, E. I., Guerrero-Freire, A. E., Herrera-Sánchez, M. J., Mina-Bone, S. G., Santana-Torres, A. A., Rios-Gaibor, C. G., Calero-Cherres, R. V., López-Salinas, C. M., Mora-Estrada, I. A., & Chuchuca-Peñaloza, P. M. (2024). Fronteras del Futuro: Innovación y Desarrollo en Ciencia y Tecnología. Editorial Grupo AEA. https://doi.org/10.55813/egaea.l.69 DOI: https://doi.org/10.55813/egaea.l.69
Rosero-Cardenas, W. I., Ruiz-Gaona, P. G., Sislema-López, R. N., Tocagon-Cabascango, J. F., & Tituaña-Sánchez, L. G. (2024). El Futuro del Aprendizaje: Preparando a los Estudiantes de Primaria para el Mundo Digital. Journal of Economic and Social Science Research, 4(4), 73–88. https://doi.org/10.55813/gaea/jessr/v4/n4/133 DOI: https://doi.org/10.55813/gaea/jessr/v4/n4/133
Salazar-Alcivar, A. N., Alcivar-Córdova, D. M., Montaño-Villa, J. J., Salazar-Alcivar, L. E., & Yaulema-Torres, G. M. (2025). Rol del liderazgo educativo en la implementación de políticas inclusivas en instituciones escolares. Revista Científica Ciencia Y Método, 3(1), 57-71. https://doi.org/10.55813/gaea/rcym/v3/n1/36 DOI: https://doi.org/10.55813/gaea/rcym/v3/n1/36
Setia Utami, I. (2025). Universal Design for Learning in Online Education: A Systematic Review of Evidence Based Practice for Supporting Students with Disabilities. International Journal of Learning, Teaching and Educational Research, 24(3). https://doi.org/10.26803/ijlter.24.3.5 DOI: https://doi.org/10.26803/ijlter.24.3.5