Integrating Universal Design for Learning (UDL) in Instructional Design: Enhancing Inclusivity in Cameroonian Secondary Education

Integrating Universal Design for Learning (UDL) in Instructional Design: Enhancing Inclusivity in Cameroonian Secondary Education

Shaibou Abdoulai Haji

Development of Curriculum and Evaluation University of Yaoundé I

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90400163

Received: 25 March 2025; Accepted: 02 April 2025; Published: 03 May 2025

ABSTRACT

Cameroon’s secondary education system grapples with persistent challenges in achieving inclusivity, particularly for students with disabilities, those from marginalized communities, and under-resourced rural schools. This study examines the integration of Universal Design for Learning (UDL) principles into instructional design as a viable solution to these challenges. UDL emphasizes multiple means of representation, engagement, and expression, enabling educators to address diverse learner needs. Using a convergent parallel mixed-methods approach, data were collected from five secondary schools across urban and rural regions, involving 50 teachers, 10 administrators, and 250 students, including 50 with disabilities. Quantitative analysis revealed statistically significant improvements in student engagement, accessibility, and academic performance in classrooms adopting UDL strategies. Qualitative data highlighted the challenges of implementing UDL, such as insufficient teacher training, resource constraints, and entrenched pedagogical practices, but also emphasized its transformative potential in creating equitable learning environments. The findings demonstrate that systemic adoption of UDL can bridge educational disparities in Cameroon, particularly in underserved areas. This paper calls for policy reforms, enhanced teacher training, and strategic investment in adaptive technologies to scale UDL implementation. By fostering inclusivity, UDL contributes to achieving Sustainable Development Goal 4, ensuring quality education for all.

Keywords: Universal Design for Learning, inclusivity, secondary education, instructional design, Cameroon, teacher training, student engagement, educational equity, adaptive technologies, Sustainable Development Goals.

INTRODUCTION

Inclusive education is not merely a moral imperative but a fundamental human right and a cornerstone of sustainable development (UNESCO, 2019). In multicultural and multilingual nations like Cameroon, ensuring equitable access to learning opportunities for all students is paramount. However, despite global commitments, such as the Sustainable Development Goal 4 (SDG 4), which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all,” disparities persist in Cameroon’s secondary schools (UNESCO, 2023). These disparities are particularly pronounced for students with disabilities, those from marginalized communities (e.g., indigenous populations, socio-economically disadvantaged families), and students attending under-resourced rural schools. Challenges such as insufficient teacher training in inclusive pedagogies, limited availability of adaptive technologies, overcrowded classrooms, and culturally insensitive instructional materials hinder the effective inclusion of diverse learners.

The Universal Design for Learning (UDL) framework offers a promising approach to address these gaps by providing flexible and proactive instructional strategies. UDL, grounded in neuroscience and constructivist principles, facilitates access to learning for all students by addressing variability in learners’ cognitive, affective, and psychomotor domains through multiple means of engagement, representation, and expression (CAST, 2018). This study explores UDL’s potential to transform Cameroon’s educational landscape, where traditional pedagogies often fail to accommodate learner diversity and perpetuate exclusionary practices.

LITERATURE REVIEW

Universal Design for Learning (UDL) has gained significant attention globally as a framework for fostering inclusive education. Scholars such as Al-Azawei, Serenelli, and Lundqvist (2016) have highlighted UDL’s potential to enhance student motivation and academic outcomes, especially among learners with diverse needs. In sub-Saharan African contexts, UDL adoption has been slow but promising. Dalton, Mckenzie, and Kahonde (2021) found that integrating UDL into teacher training programs significantly improved inclusive teaching practices in South Africa. Similarly, Tobin and Behling (2018) advocate for UDL as a mechanism for dismantling structural barriers to learning by embedding flexibility into curriculum design.

Emerging research emphasizes the synergy between UDL and culturally responsive pedagogy (Meyer, Rose, & Gordon, 2014). This intersection is particularly relevant for Cameroon’s multilingual and multicultural classrooms. In a recent study, Okolo and Bouck (2020) noted that contextual adaptation of UDL principles is crucial for effectiveness in low-resource settings. Moreover, global education reports have consistently recommended inclusive teaching frameworks like UDL as critical to achieving Sustainable Development Goal 4 (UNESCO, 2023).

Despite increasing global support, gaps persist in UDL’s implementation, particularly in regions with limited technological infrastructure and professional development. This literature review supports the argument that integrating UDL into Cameroonian secondary education requires systemic investment in teacher training, curriculum reform, and adaptive learning environments. Inclusive education is not merely a moral imperative but a fundamental human right and a cornerstone of sustainable development (UNESCO, 2019). In multicultural and multilingual nations like Cameroon, ensuring equitable access to learning opportunities for all students is paramount. However, despite global commitments, such as the Sustainable Development Goal 4 (SDG 4), which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all,” disparities persist in Cameroon’s secondary schools (UNESCO, 2023). These disparities are particularly pronounced for students with disabilities, those from marginalized communities (e.g., indigenous populations, socio-economically disadvantaged families), and students attending under-resourced rural schools. Challenges such as insufficient teacher training in inclusive pedagogies, limited availability of adaptive technologies, overcrowded classrooms, and culturally insensitive instructional materials hinder the effective inclusion of diverse learners.

The Universal Design for Learning (UDL) framework offers a promising approach to address these gaps by providing flexible and proactive instructional strategies. UDL, grounded in neuroscience and constructivist principles, facilitates access to learning for all students by addressing variability in learners’ cognitive, affective, and psychomotor domains through multiple means of engagement, representation, and expression (CAST, 2018). This study explores UDL’s potential to transform Cameroon’s educational landscape, where traditional pedagogies often fail to accommodate learner diversity and perpetuate

Inclusive education remains a critical yet challenging goal in Cameroonian secondary schools. Despite international commitments, such as the Sustainable Development Goal 4 (SDG 4), significant disparities in access and quality persist, particularly for students with disabilities and marginalized groups. Key barriers include insufficient teacher training, limited availability of adaptive technologies, overcrowded classrooms, and pedagogical practices that fail to address the diverse needs of learners in multicultural and multilingual environments. Traditional instructional methods often fail to address the diverse needs of learners in multicultural and multilingual environments. There is a pressing need to explore innovative frameworks like Universal Design for Learning (UDL) to bridge these gaps and foster a more inclusive educational system. Specifically, this study aims to answer the following research questions:

1. What are the current challenges in achieving inclusive education in Cameroonian secondary schools, particularly for students with disabilities and marginalized groups?
2. How does the integration of UDL principles into instructional design impact student engagement, accessibility, and academic performance in Cameroonian secondary schools?
3. What are the perceptions and experiences of teachers, administrators, and students regarding the implementation of UDL in the Cameroonian context?
4. What policy reforms, professional development strategies, and resource investments are necessary to scale UDL implementation and enhance inclusivity in Cameroonian secondary education?

Theoretical Framework

The theoretical framework underpinning this study is centered on Universal Design for Learning (UDL) and its alignment with Vygotsky’s Social Constructivist Learning Theory.

Universal Design for Learning (UDL)

UDL is a research-based framework for designing curricula that are accessible and effective for all learners (CAST, 2018). It is grounded in three core principles:

Multiple Means of Representation: Providing information and content in varied formats, such as visual, auditory, and tactile, to cater to diverse learning preferences and address sensory and cognitive differences. This principle acknowledges that learners perceive and comprehend information differently and emphasizes the importance of offering flexible and customizable presentation options. For example, providing text-to-speech software, captioned videos, and graphic organizers can enhance comprehension for students with visual impairments, learning disabilities, or language barriers.

Multiple Means of Action and Expression: Allowing students to demonstrate their knowledge and skills in different ways, including projects, presentations, written assignments, and digital portfolios. This principle recognizes that learners express themselves and navigate the learning environment differently. Offering diverse assessment methods and tools allows students to showcase their understanding in ways that align with their strengths and preferences. For example, students can choose to create a video presentation, write a research paper, or design a multimedia project to demonstrate their learning.

Multiple Means of Engagement: Encouraging active participation and motivation by offering choices, culturally relevant examples, and opportunities for collaboration and self-regulation. This principle acknowledges that learners are motivated and engaged by different factors. Providing options for choice, autonomy, and relevance can enhance intrinsic motivation and foster a sense of ownership over learning. For example, students can choose topics that align with their interests, participate in collaborative projects, and set personal learning goals.

Vygotsky’s Social Constructivist Learning Theory

Vygotsky’s Social Constructivist Learning Theory emphasizes the social nature of learning and the importance of collaboration, active engagement, and the social context of learning (Vygotsky, 1978). This theory posits that learning occurs within a “zone of proximal development” (ZPD), which is the gap between what a learner can do independently and what they can achieve with the guidance of a more knowledgeable other (MKO). Applying UDL within this theoretical framework ensures that instructional design accommodates the diverse cultural, linguistic, and cognitive profiles of Cameroonian learners by providing opportunities for collaboration, scaffolding, and culturally relevant learning experiences. For instance, collaborative learning activities, peer tutoring, and the use of culturally relevant examples can facilitate learning within the ZPD and enhance student engagement.

METHODOLOGY

Research Design

This study employed a convergent parallel mixed methods design to triangulate quantitative and qualitative data for robust insights. This design allowed for the simultaneous collection and analysis of both quantitative and qualitative data, which were then merged during the interpretation phase to provide a comprehensive understanding of the research problem.

Sample Population

The study included five secondary schools in Cameroon, strategically selected to represent both urban and rural contexts. Three schools were located in urban areas (Yaoundé, Douala), and two were located in rural areas (Bamenda, Buea). The participants comprised 50 teachers, 10 school administrators, and 250 students, including 50 students with disabilities. The selection of participants was based on purposive and stratified random sampling techniques. Teachers and administrators were selected based on their roles and experience in secondary education. Students were selected using stratified random sampling to ensure representation across different grade levels and disability categories.

Data Collection Instruments

The following data collection instruments were used:

Teacher Surveys: Likert-scale questionnaires were administered to assess teachers’ knowledge, attitudes, and self-efficacy regarding UDL practices. The survey included items related to the three UDL principles, as well as questions about teachers’ experiences with inclusive education and their perceived barriers to implementing UDL.

Classroom Observations: A structured observation checklist was used to evaluate the application of UDL principles during classroom lessons. The checklist included items related to the provision of multiple means of representation, action and expression, and engagement. Observers also recorded qualitative notes on the classroom environment and student interactions.

Focus Group Discussions: Focus group discussions were conducted with students to capture their perspectives on UDL-based lessons and their experiences with inclusive education. The discussions were semi-structured and focused on students’ perceptions of engagement, accessibility, and learning outcomes.

Student Academic Data: Pre- and post-test scores from students in UDL and non-UDL classrooms were compared to assess the impact of UDL integration on academic performance. Data were collected from standardized tests and teacher-made assessments.

Administrator Interviews: Semi-structured interviews were conducted with school administrators to gather their perspectives on the implementation of UDL, the challenges and opportunities associated with inclusive education, and the need for policy reforms and resource investments.

Data Analysis

Quantitative data were analyzed using SPSS for descriptive and inferential statistics. Descriptive statistics, such as means, standard deviations, and percentages, were used to summarize the data. Inferential statistics, such as t-tests and ANOVA, were used to compare groups and examine relationships between variables. Qualitative data were analyzed using thematic analysis to identify recurring patterns and insights. Transcripts from focus group discussions and interviews were coded and categorized to identify key themes related to the research questions.

FINDINGS

Current Challenges in Inclusive Education

The study revealed several significant challenges hindering the achievement of inclusive education in Cameroonian secondary schools.

Resource Deficiency: A significant disparity in resource availability was observed between urban and rural schools. 78% of teachers in rural schools reported a lack of access to essential adaptive tools, such as Braille displays, screen readers, and assistive listening devices. Urban schools, while better equipped, still faced shortages in assistive technologies and accessible learning materials. This resource deficiency severely limited the ability of teachers to provide individualized support to students with disabilities and other diverse learning needs.

Overcrowded Classrooms: Class sizes in both urban and rural schools were excessively large, with an average of 65 students per classroom. This overcrowding created significant challenges for teachers in providing individualized attention, implementing differentiated instruction, and managing classroom behaviour. The large class sizes also limited opportunities for student-teacher interaction and collaborative learning.

Teacher Training: A critical gap in teacher training was identified, particularly in rural areas. Only 35% of rural teachers reported having received formal training in inclusive pedagogies, including UDL. In urban areas, the percentage was slightly higher (60%) but still indicated a significant need for enhanced professional development. The lack of adequate training hindered teachers’ ability to effectively implement inclusive practices and address the diverse needs of their students.

Entrenched Pedagogical Practices: Traditional teacher-centred pedagogical practices were prevalent in many classrooms, with limited use of active learning strategies, collaborative activities, and student-centred approaches. This reliance on traditional methods often failed to engage diverse learners and accommodate their individual learning styles and preferences.

Sociocultural Barriers: Sociocultural barriers, such as stigma and discrimination associated with disability, also posed challenges to inclusive education. Some students with disabilities faced social isolation and exclusion, and some parents were hesitant to enrol their children in mainstream schools due to concerns about stigma and accessibility.

Table 1: Teacher Preparedness and Resource Availability

This table illustrates a critical disparity in both resource availability and teacher preparedness between urban and rural secondary schools in Cameroon. While over half of urban teachers reported access to assistive technologies, only 22% of their rural counterparts had access to similar tools. Furthermore, training in inclusive pedagogy remains limited, particularly in rural areas, where only 35% of teachers have received relevant professional development. Overcrowded classrooms are also a significant challenge, with 70% of rural schools exceeding 60 students per class, compared to 40% in urban areas. These conditions underscore the structural barriers to inclusive education and highlight the need for targeted interventions to support rural educators and learners.

Impact of UDL Integration

The integration of Universal Design for Learning (UDL) principles into classroom practice yielded notable improvements across three critical domains: engagement, accessibility, and academic performance.

Student Engagement experienced a marked increase, with classrooms implementing UDL strategies reporting a 32% rise in student participation. Learners expressed greater motivation and involvement in classroom activities, a result attributed to the use of choice-driven tasks, collaborative learning opportunities, and culturally relevant content that enhanced intrinsic motivation and ownership of learning.

Accessibility also improved significantly. Approximately 75% of students with disabilities reported enhanced comprehension and ease of access to learning materials when instructional content was delivered through diverse formats—such as visual aids, auditory tools, and tactile resources. This aligns with UDL’s principle of offering multiple means of representation, ensuring that students with varied sensory and cognitive profiles can effectively engage with the curriculum.

Academic Performance followed a similarly positive trend. End-of-term assessment data revealed that students in UDL-enabled classrooms demonstrated an average improvement of 18 percentage points compared to their peers in traditional classrooms. This statistically significant gain underscores the potential of UDL to foster equitable learning outcomes by accommodating diverse learner needs through flexible instructional design.

Table 2: Academic Performance Pre- and Post-UDL

As reflected in Table 2, students in classrooms where UDL strategies were implemented demonstrated a significant improvement in academic performance. While baseline test scores were comparable across both groups, the end-of-term assessments revealed a marked divergence. Students in UDL-enriched environments achieved a 74% mean score, compared to 58% in traditional classrooms—an 18 percentage-point gain. This indicates that UDL not only enhances accessibility and engagement but also translates into measurable academic success, affirming its potential as a powerful tool for equitable learning outcomes.

Teacher Perspectives

Qualitative feedback from teachers further reinforces the positive impact of UDL integration. Post-training evaluations indicated substantial growth in teacher confidence and perceived self-efficacy in implementing inclusive instructional practices. Educators reported feeling more equipped to meet the diverse cognitive, sensory, and socio-cultural needs of their students, thanks to a better understanding of UDL’s core principles—multiple means of representation, engagement, and expression.

However, several implementation challenges emerged. Teachers emphasized the need for more practical, context-specific examples and resources to translate theory into classroom practice effectively. The rigidity of existing curricula posed another constraint, as many found it difficult to adapt traditional lesson structures to align with UDL principles without systemic support. Time constraints also surfaced as a critical barrier—educators highlighted the considerable planning and preparation time required to design UDL-based lessons, which was often not accounted for in their workload.

These insights suggest that while UDL training initiatives can positively shift pedagogical mindsets, sustainable implementation demands more than initial exposure. Ongoing professional development, access to adaptable teaching materials, curricular flexibility, and institutional support structures are essential to embed UDL meaningfully into everyday teaching practice.

DISCUSSION AND CONCLUSION

The discussion is presented based on three emergence themes: Disparities in teacher preparedness and Resource Availability, UDL’s impact on student engagement, accessibility, and performance and implementation barriers and teacher perceptions

Disparities in Teacher Preparedness and Resource Availability

The findings highlight critical disparities between urban and rural schools in terms of access to resources and teacher training for inclusive education. While some urban teachers reported moderate access to assistive technologies and prior exposure to inclusive pedagogy, rural educators faced significant deficits. These disparities align with Rao et al. (2021), who found that insufficient investment in infrastructure and uneven teacher development programs impede UDL implementation in low-income settings. The low percentage of teachers trained in UDL particularly in rural schools confirms earlier research by Dalton, McKenzie, and Kahonde (2021), which emphasized that teacher education is the linchpin of successful UDL adoption. Furthermore, the lack of assistive technologies, such as Braille tools and screen readers, reinforces concerns raised by Mwangi and Too (2022) regarding systemic underinvestment in adaptive tools for inclusive learning.

UDL’s Impact on Student Engagement, Accessibility, and Performance

The integration of UDL principles into instruction yielded tangible benefits in student engagement, accessibility, and academic performance. A notable increase in classroom participation and motivation was observed among students in UDL-based classrooms, confirming earlier assertions by Capp (2020) that UDL enhances learner motivation by offering autonomy, relevance, and multiple pathways to success. The data showed that 75% of students with disabilities reported improved access to instructional content when it was presented through varied formats. These findings directly support UDL’s foundational premise of multiple means of representation (CAST, 2018) and its practical effectiveness in diverse classrooms. Additionally, the statistically significant gains in academic performance (18 percentage points higher in UDL classrooms) are consistent with previous international findings that link UDL implementation to equitable learning outcomes (Tobin & Behling, 2018).

Implementation Barriers and Teacher Perceptions

Despite these benefits, several barriers hindered full-scale implementation of UDL. Teachers reported difficulty in translating UDL theory into classroom practice due to rigid curriculum structures and a lack of contextualized materials. These challenges mirror those identified by Chita-Tegmark et al. (2021), who observed that educators often struggle with time constraints, limited planning support, and insufficient examples tailored to their specific teaching contexts. Qualitative data from teacher feedback also revealed a desire for ongoing mentorship and hands-on workshops, rather than one-time seminars. Furthermore, entrenched cultural attitudes—such as stigma against disability, contributed to resistance among both teachers and families, echoing concerns raised by UNESCO (2023) about sociocultural barriers to inclusive education in sub-Saharan Africa. These findings underscore the need for a comprehensive, system-wide approach to teacher development, policy flexibility, and stakeholder engagement to ensure that UDL is not only understood, but also practically adopted.

In conclusion, integrating UDL into instructional design represents a transformative step toward achieving inclusive and equitable secondary education in Cameroon. While implementation challenges—such as limited resources, entrenched practices, and insufficient training—persist, the evidence from this study underscores the potential of UDL to improve learner engagement, accessibility, and academic performance. To fully realize these benefits, stakeholders must commit to systemic reforms in policy, professional development, resource allocation, and stakeholder collaboration. These efforts will not only enhance inclusivity but also support Cameroon’s progress toward achieving Sustainable Development Goal 4: ensuring quality education for all.

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