Universal Design for Learning (UDL) at Cardiff: Practical Approaches

Context 

Universal Design for Learning (UDL) offers a framework for creating learning environments that proactively meet the needs of all students. Developed by CAST, UDL emphasises that learner variability is not an exception but instead that diversity is to be celebrated as part of the richness of the university community. Effective teaching designs for this variability from the outset, rather than retrofitting ‘fixes’ later.  

UDL is organised around three core principles: multiple means of engagement, representation, and action and expression, each helping to reduce barriers and open up flexible pathways for learning. The CAST website provides more information. 

At Cardiff University, these ideas inform and underpin our work – see specifically the Inclusivity theme of the Education Development Toolkit and our UDL page, which models the framework in practice by providing information through varied formats (text, audio, images and reflection prompts), demonstrating how accessible design can be embedded into everyday learning materials. 

Implementation 

In practice, UDL invites us to anticipate the diverse ways students engage with, interpret and express their learning. For example: 

• Multiple means of representation: Presenting content in varied formats (such as text, visuals, video and audio) helps meet differing perceptual and linguistic needs. Captioning videos, offering transcripts, and using diagrams or concept maps all support clearer comprehension.  

• Multiple means of engagement: Providing choice in topics, modes of participation or levels of challenge can help sustain motivation and improve learner autonomy. Activities connected to real-world contexts or students’ personal goals can enhance relevance.  

• Multiple means of action and expression: Allowing students to demonstrate understanding through formats such as presentations, written work, video, artwork or podcasts supports a broader range of strengths and communication preferences.  

The Cardiff Education Development Toolkit encourages staff to apply these principles to curriculum design, learning activities and assessment planning, grounding decisions in research and inclusivity best practice.  

Impact 

Evidence from the wider sector highlights that embedding UDL improves learner engagement and supports more equitable outcomes by reducing structural barriers that disproportionately affect particular groups. Research also demonstrates that students benefit when materials are flexible, accessible and clearly structured from the outset.  

At Cardiff, these practices align closely with our commitment to inclusive education – helping ensure that as many students as possible can participate fully without requiring individual adjustments. 

Reflections / What’s next? 

Integrating UDL does not require a complete overhaul; small, thoughtful shifts such as sharing materials in advance, building in reflection pauses, offering choice in activities, or simplifying navigation on Learning Central can have significant impact.  

Many colleagues already apply UDL principles intuitively; the next step is making this practice conscious, consistent and intentional. 

This article by The Times Higher Education outlines sector practices and strategies for use. 

A ‘Starter for ten’ 

As a prompt, to get ideas flowing, here are a few questions to help you reflect on this aspect of inclusive education within your own context: 

• Where might offering a second way to engage with a task reduce barriers for your students? 

• Could you introduce an additional format (audio, visual or interactive) to support deeper understanding? 

• What opportunities exist for students to choose how they demonstrate their learning?