Abstract

Despite growing emphasis on inclusion in higher education online, research on faculty awareness, implementation, and support for Universal Design for Learning (UDL) remains limited.

This study used qualitative data from a focus group with three faculty members in higher education who taught online to address the following research questions:
1. How do faculty members in higher education describe Universal Design for Learning (UDL) in courses online?
2. How do faculty members in higher education describe adding UDL in their courses online?
3. What challenges do faculty members in higher education encounter when it comes to UDL?
4. How do faculty members in higher education describe UDL-related resources?

The literature review explored key concepts and past studies on online learning formats and the common technological challenges faced by faculty. It also examined Universal Design for Learning (UDL), developed by CAST, which includes the principles of Engagement, Representation, and Action & Expression for accessible, inclusive learning. Key terms explored included Equity, Diversity, and Inclusion (EDI), Self-Determination Theory (SDT), and Web Content Accessibility Guidelines (WCAG) to fill a gap in the literature.

Findings showed that consistent with existent research, faculty members apply UDL strategies, especially Action & Expression, without formal training or awareness. Participants expressed a need for clearer institutional guidance and discipline-specific support to implement UDL more effectively. The study resulted in a proposed model for UDL support at the macro and micro levels using EDI, SDT, and WCAG in tandem with UDL.