Digitalisation of the Universal Design for Learning (UDL) model as a means of enhancing inclusivity in higher education

Анотація

The need to develop the European Higher Education Area (EHEA) in Ukrainian higher education and create an inclusive learning environment necessitates research into ways of improving technologies and methods for ensuring inclusive and high-quality learning. Contemporary concepts of social development and education for all emphasise the importance of social inclusion for social cohesion and the socio-economic competitiveness of communities and territories, and therefore direct the attention of educators and researchers to the development and use of innovative tools, including digital ones, to increase inclusiveness in education. The article reviews conceptual regulatory and legal acts and international documents that lay the foundation for digitalisation in the field of social inclusion in higher education. Examples of educational infrastructure are given, representing digital learning resources for social inclusion in a multicultural socio-educational environment. Based on a theoretical analysis of thematic sources, the objectives of using digital educational resources for social inclusion are identified according to their classification: academic objectives; social and communicative objectives; individual and labour (adaptation and labour); development of self-efficacy, personal traits, and the ability for self-directed learning throughout life; social and emotional development; ability for collaborative/team work and entrepreneurial creativity. The necessity of digital adaptation of the Universal Design for Learning (UDL) model to increase inclusiveness in higher education is justified. It is concluded that the use of UDL principles and methods based on the general Universal Design (UD) model should be based on appropriate methodological approaches in line with inclusive education strategies and policies, taking into account certain criteria: region, beneficiary, intervention, didactic (personal/social/competence) approach, psychological and pedagogical conditions, expected effectiveness. It is emphasised that UDL technology (model) has the potential to influence not only the cognitive (academic) results of students, but also the formation of social experience, the development of personal qualities and the quality of life of learning participants .

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