Plataformas digitales y Diseño Universal de Aprendizaje (DUA): Nuevas estrategias para la inclusión educativa.

The study examined the relationship between Universal Design for Learning (UDL) and the use of digital platforms, considering it a key strategy for strengthening educational inclusion in diverse contexts. The objective of this research was to analyze, from a theoretical perspective and through a systematic review, the advantages, strategies, and challenges associated with the implementation of UDL in digital teaching environments. A qualitative documentary methodology was applied, based on a systematic literature review following PRISMA guidelines, covering studies published between 2018 and 2025 in scientific academic sources. The analysis focused on the use of adaptive platforms and interactive tools that facilitated diversification in the presentation of information, providing students with greater flexibility to express themselves and engage, demonstrating that the integration of UDL with digital technology enhances academic performance, accessibility, and motivation, especially among those with diverse educational needs. Some persistent shortcomings were identified, such as insufficient teacher training in inclusion, the absence of clear institutional policies, and disparities in access to technology. The findings also indicated that UDL is effective when instruction is intentionally designed under its principles and when technological resources are used appropriately. In conclusion, UDL stands as a flexible teaching approach that promotes equitable learning by adapting to individual differences and transforming educational practices; however, its success depends on technological support and institutional commitment.