Universal Design for Learning as an Equity Framework: Addressing Educational Barriers and Enablers for Diverse Non-Traditional Learners

Non-traditional learners comprise approximately 73% of undergraduate enrollment, representing diverse populations including first-generation college students, adult learners, veterans, multilingual learners, and students with family responsibilities. Despite their numerical dominance, these students face systemic barriers that traditional pedagogical approaches often fail to address. This mixed-methods study examined how Universal Design for Learning (UDL) principles impact non-traditional learners’ educational experiences in higher education. Using a convergent parallel design with 154 participants from a Hispanic-serving institution, the study collected quantitative data through the validated Personalized Learning Supporting Instrument (PLSI) and qualitative data from open-ended questions. The refined 12-item PLSI demonstrated strong psychometric properties. While UDL factors showed limited direct association with GPA overall, Flexible Instructional Methods and Materials significantly predicted academic performance. Qualitative analysis identified six barrier themes (online learning difficulties, course content issues, financial constraints, balancing responsibilities, accessibility challenges, and health interruptions) and five positive impact themes (interactive learning, supportive environments, skill development, goal clarification, and effective assignments). Demographic analysis revealed counterintuitive patterns—students with traditional “barriers” achieved high GPAs at rates of 73–76%, while first-generation students showed the lowest high GPA rate (53.2%). These findings challenge deficit-based assumptions about non-traditional learners while revealing important equity gaps. This study demonstrates both the promise and limitations of UDL for diverse populations, suggesting institutions need comprehensive approaches with differentiated support strategies.