“You Were Accomplishing Learning Goals Without Even Realizing It”: Student Perceptions of Universal Design for Learning in Professional Education

Universal Design for Learning (UDL) offers a framework for fostering inclusive education through multiple means of engagement, representation, and action and expression. This qualitative case study explores how UDL strategies influence participation, engagement, and learning outcomes in a professional undergraduate course redesigned to align with UDL principles. The course included explicit learning objectives, flexible assessments, and multimodal instructional materials. Seven full-time undergraduate students in their final year participated, most identifying as women, with three disclosing a physical or developmental disability and prior experience with academic accommodations. While some participants were familiar with UDL, most had not encountered its principles before the course. Data collection included demographic questionnaires, semi-structured interviews, and classroom observations using the UDL Observation Measurement Tool. Findings suggest that UDL strategies promoted interactive learning, accessibility, and student autonomy. Participants emphasized the benefits of recorded lectures, structured discussions, and flexible assessments in reducing barriers. Several participants noted that UDL fostered a more inclusive learning environment, allowing them to engage without requiring formal accommodations. This study highlights the positive impact of UDL-informed design in professional education, demonstrating how inclusive strategies can enhance engagement and retention. The findings reinforce the value of embedding UDL into curriculum development to support equitable, student-centred learning experiences.