Integrating Universal Design for Learning in higher education: a scoping review of empirical studies

Universal Design for Learning (UDL) is a design framework for creating inclusive learning environments, offering a promising approach to support diverse learners in higher education. Literature has observed increased integration of UDL in higher education, while concerns with UDL applicability persist. This scoping review maps the current research landscape of UDL in higher education by synthesizing 113 empirical studies. The analysis identifies key research gaps that inform evidence-based recommendations for strengthening the applicability of UDL in this context. The current review advances prior syntheses with an updated and expanded corpus of primary studies, systematically analyzing more specific components in the operationalization of UDL and research methodologies. The analysis reveals three critical gaps in the literature concerning methodological rigor, learning outcomes, and contexts. The scoping review concludes with recommendations to guide future research in conducting high-quality studies that enhance the applicability of UDL in higher education.