UDL-Driven Digital Pedagogy and Equity-Focused Assessment for Inclusive Higher Education

This chapter advances a systems-level framework for reengineering higher education as a capability-expanding, justice-oriented, and sociotechnically accountable enterprise. Synthesizing Universal Design for Learning, translanguaging ecologies, and Legitimation Code Theory, it theorises how curriculum, digital infrastructures, and assessment architectures can be reconfigured to redistribute epistemic access rather than merely widen enrolment. The chapter re-specifies accreditation and quality assurance as equity levers, elaborates UDL-aligned and translanguaging-sensitive design grammars for courses and programmes, and proposes dense matrices for digital inclusion and multi-modal, construct-valid assessment. It concludes by articulating a multi-actor reform agenda in which policy makers, institutional leaders, faculty, technologists, and students co-construct evidence-rich, algorithmically transparent, and linguistically plural learning environments.