Universal Design for Learning (UDL) has become established as a pedagogical framework aimed at anticipating learner diversity and reducing barriers that may restrict access, participation and learning. The aim of this article was to analyse recent Spanish-language literature on the application of UDL in inclusive teaching practices, with particular emphasis on its strategies, contributions, implementation conditions and main challenges. A qualitative, descriptive documentary review was conducted, drawing on academic publications from 2021 to 2026. The literature analysed indicates that implementing UDL requires the integration of planning, methodology, resources, participation and assessment, rather than relying solely on the isolated use of differentiated materials. Furthermore, initial and continuing teacher education emerges as a decisive condition for translating the principles of this approach into real classroom situations. Recent studies also identify barriers associated with narrow interpretations of UDL, insufficient teacher preparation, inflexible assessment practices and limited institutional support. In the Ecuadorian context, progress can be observed in planning and participatory strategies, alongside opportunities for improvement in the diversification of formats, formative assessment and the development of inclusive, emotionally supportive learning environments. It is concluded that UDL can strengthen inclusive teaching practices when adopted as a comprehensive framework for designing flexible and accessible learning opportunities from the outset.
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Astudillo et al. (2026) studied this question.