Developing an inclusive UDL module for Malaysian teacher education: Expert evaluation through the fuzzy Delphi method

Abstract

This study aims to identify and validate the core elements, constructs, and items essential for developing a Universal Design for Learning (UDL) training module tailored for pre-service teachers. Using the Fuzzy Delphi Method (FDM), expert consensus was obtained from 18 professionals representing the fields of special and inclusive education, curriculum design, teacher training, and educational technology. A 54-item questionnaire was used, structured across nine thematic domains: module objectives, UDL foundations, UDL principles, guidelines and frameworks, differentiated instruction strategies, technology integration, accessible learning materials, instructional planning and assessment, and practical application and reflection. FDM analysis was conducted using Triangular Fuzzy Numbers, defuzzification, and threshold (d) values to determine expert agreement. The findings showed that over 75% of the items met the acceptance criteria, with threshold values (d) ≤ 0.2 and α-cut values ≥ 0.5. Defuzzification scores ranged between 0.85 and 0.96, confirming that the majority of items achieved high expert consensus. Items that met the threshold were ranked by priority for module inclusion. Based on expert feedback, minor revisions were made to improve item clarity and instructional relevance. This validated UDL module offers a structured and research-based resource to guide pre-service teachers in implementing inclusive, learner-Centered educational practices. Future research should further explore its implementation in teacher education programs and its impact on inclusive classroom outcomes.