Factors influencing faculty members’ implementation of universal design for learning in higher education: A Systematic Review

Muzdalifah, F. ORCID: https://orcid.org/0000-0002-4468-215X, Kurniawati, F. ORCID: https://orcid.org/0000-0002-8484-4790, Mangunsong, F. ORCID: https://orcid.org/0000-0002-9399-0212, Setiamurti, A. ORCID: https://orcid.org/0000-0001-8574-3169, Levyadi, J. ORCID: https://orcid.org/0009-0007-6216-9177, Bracken, Seán ORCID: https://orcid.org/0000-0002-3417-4899 and Martono, W. ORCID: https://orcid.org/0009-0004-8409-1161 (2025) Factors influencing faculty members’ implementation of universal design for learning in higher education: A Systematic Review. Innovations in Education and Teaching International. pp. 1-15. ISSN 1470-3297

Abstract

Universal Design for Learning (UDL) is increasingly recognised as a key framework for shaping inclusive policies and practices in higher education. As faculty members play a crucial role in its successful implementation, it is essential to identify the factors influencing their implementation of UDL in inclusive learning processes. Using the PRISMA 2020 framework, a total of 24 relevant publications from 2014 to 2023 were analysed. Data were synthesised using a narrative approach, identifying recurring patterns and themes related to UDL implementation. This study found the factors affecting UDL implementation include faculty-related aspects (e.g. knowledge, attitudes, and technological-pedagogical skills), student characteristics (e.g. disabilities and feedback), and institutional support (e.g. learning management systems and professional development). The review is dominated by qualitative studies, highlighting key challenges, strategies, and outcomes. Although UDL demonstrates significant potential for fostering inclusive teaching, systemic barriers and faculty perceptions continue to pose substantial challenges.

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