Inclusive Strategies Based on Universal Design for Learning and Collaborative Work: Pedagogical Innovation to Address Diversity in the Basic Education Classroom.
DOI:
https://doi.org/10.70577/fhg58526Keywords:
Educational inclusion; Universal Design for Learning (UDL); collaborative learning; diversity in the classroom; pedagogical innovation; basic education; active methodologies; educational equity.Abstract
The present study focuses on the effectiveness of inclusive strategies based on Universal Design for Learning (UDL) and UDL-oriented collaborative work as a pedagogical innovation to address the complexity of educational challenges and the systemic change required to incorporate diversity in basic education classrooms. This study operates under the premise that contemporary educational contexts demand flexible, inclusive, and collaborative approaches to respond to student heterogeneity and the structural challenges of educational systems.
A mixed-methods approach was employed, using a descriptive–explanatory quasi-experimental design. The sample included basic education students and teachers, selected through intentional sampling. Both quantitative instruments (questionnaires and achievement tests) and qualitative instruments (interviews and classroom observations) were used, all of which were validated through expert judgment and reliability analysis. The pedagogical intervention focused on the integrated application of UDL principles and collaborative problem-based learning.
The results indicate a significant increase in student participation, engagement, curricular accessibility, and academic performance, as well as a strengthening of social, cognitive, and metacognitive skills. Furthermore, the findings confirm that the integration of UDL and collaborative work supports shared decision-making processes and effective management of classroom complexity, thereby contributing to broader transformational pedagogical processes.
In conclusion, the study confirms that inclusive UDL-based strategies and collaborative learning constitute an effective framework for addressing diversity, enhancing complex problem-solving, and achieving systemic change in education, with significant implications for teaching practice, professional development, and the design of inclusive educational policies.’
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