Mapping the Pedagogical Divide: A Pilot Analysis of Faculty Awareness of UDL in Southern European Universities

Universal Design for Learning (UDL) has become a central reference in higher education inclusion policies, yet its penetration into everyday teaching practice remains unclear. This study examines faculty awareness of UDL in Southern European universities, testing whether digital competence translates into pedagogical literacy. Using a sequential explanatory mixed-methods design, the analysis combines a large SOULSS faculty dataset (2022–2023; N = 390) with a diagnostic validation probe conducted in 2025 (N = 18). Results reveal a pronounced awareness gap: 85% of faculty report no meaningful knowledge of UDL, while only 15% claim familiarity. Although awareness is correlated with higher self-perceived digital skills, the validation probe shows that UDL knowledge, when present, is accurate rather than superficial, with no false positives detected. These findings indicate a binary pedagogical divide between a small informed minority and a large uninformed majority. The study argues that current professional development strategies overemphasize technical tool training while neglecting inclusive design frameworks. Closing the “knowing–doing gap” in digital transformation requires prioritizing pedagogical literacy—specifically UDL principles—alongside technological competence.