Universal design principles for emergency remote teaching: educators’ perspective in higher education

Abstract

The COVID-19 pandemic and the war in Ukraine have forced a shift towards emergency remote teaching (ERT), highlighting the need for inclusive and accessible learning environments. This study explores the application of Universal Design for Learning (UDL) principles in ERT, focusing on educators' perspectives in higher education institutions. A mixed-methods approach was used, involving 129 educators from two major Ukrainian universities. Quantitative data from a 5-point Likert scale questionnaire and qualitative data from open-ended responses were analyzed. Findings indicate a positive perception of UDL principles among educators, particularly in promoting student motivation, engagement, and autonomy. However, challenges remain in providing multiple means of representation and ensuring equitable access to technology. This study provides valuable insights into the potential of UDL to enhance ERT quality, emphasizing the need for ongoing faculty development and support.