Examining Faculty Instructional Practices Through the Lens of Universal Design for Learning (UDL): Implications for Addressing Learner Variability in Multicultural Higher Education: A Mixed-Methods Study at the Asian University for Women

Abstract

This study investigates the implementation of Universal Design for Learning (UDL) in higher education within the Global South, focusing on the Asian University for Women (AUW) in Bangladesh. Although UDL is widely recognized as a framework for inclusive pedagogy, its practical application and measurable impact in diverse higher education contexts remain insufficiently examined. To address this gap, the study employs a convergent mixed-method design to assess both the extent of UDL implementation and its enactment in classroom practice. Quantitative data were collected from 67 faculty members using a structured survey grounded in UDL 3.0 considerations, capturing instructional practices across multiple academic programs and levels. The analysis included descriptive statistics, reliability testing, correlation analysis, principal component analysis (PCA), clustering, and regression modeling to identify patterns and key predictors of UDL implementation. Qualitative data from classroom observations and semi-structured interviews provided contextual insight into teaching practices and faculty responses to learner variability. The findings indicate a high prevalence of UDL-aligned practices, particularly in engagement and representation, while action and expression remain comparatively underdeveloped. Structural constraints, including limited resources and assessment practices, further shape implementation. By integrating quantitative and qualitative evidence, the study highlights the uneven yet meaningful presence of UDL in practice and proposes a more systematic approach to its assessment. It contributes methodologically and extends empirical evidence from an underrepresented context, while emphasizing the need for holistic institutional strategies to support inclusive teaching.