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Hermeneutic phenomenological analysis reveals insights from faculty and instructional designers on implementing UDL in higher education.
This hermeneutic phenomenological study of five faculty and five instructional designers (IDs) explores the following research questions: (1) What are the lived experiences of faculty and IDs when implementing UDL in higher education? (2) What meaning do faculty and IDs that have implemented UDL in higher education ascribe to UDL? (3) What process do faculty and IDs use when planning to implement UDL in higher education? Findings highlight diverse UDL interpretations. Faculty and designers in this study shared insights on implementing UDL in higher education. UDL implementation is a continuous journey towards accessible, inclusive, and impactful learning for students.
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Kirsch et al. (2025) studied this question.