This study presents a systematic review on the integration of Universal Design for Learning (UDL) in mathematics education to advance inclusive and equitable Scholarship of Teaching and Learning (SoTL) in South African higher education. Guided by the PRISMA 2020 framework, 126 records published between 2010 and 2025 were identified across Scopus, Web of Science, ERIC, Sabinet, and Google Scholar, with 42 studies meeting the inclusion criteria after quality appraisal. The review synthesises empirical and conceptual evidence on how UDL principles—multiple means of engagement, representation, and action/expression—are applied to promote participation, accessibility, and epistemic justice in mathematics education. Findings highlight persistent barriers, including curricular rigidity, inequitable assessment practices, resource limitations, and linguistic exclusion. However, enabling conditions such as culturally responsive pedagogy, multilingual instruction, and reflective professional communities demonstrate promise for inclusive transformation. The review concludes that integrating UDL within SoTL offers a rigorous and contextually responsive pathway to institutionalise inclusive pedagogical practices, particularly within the policy landscape shaped by the Language Policy Framework for Public Higher Education Institutions (2020). Recommendations emphasise curriculum redesign, flexible assessment, sustained professional development, and alignment of institutional policy with inclusive design principles. By situating UDL within SoTL, this study reframes inclusive mathematics education as both pedagogically robust and socially just, contributing to a more equitable higher education landscape.
Mthethwa et al. (Sun,) studied this question.
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