Are Tomorrow’s Teachers Ready? Assessing Prospective Teachers’ Competency in Implementing Universal Design for Learning in the Classroom

Abstract

This study examines prospective teachers’ implementation of Universal Design for Learning (UDL) by employing a situational test. Fifty participants were selected for the study. Analysis of data from situational tests is conducted using a rubric, grounded in UDL guiding principles (multiple means of representation, engagement, and expression). Further, the data include 12 prospective teachers for focus group discussion to provide qualitative insights into their UDL practices. The finding showed that 50% of the prospective teachers demonstrated moderate level of competency, that they have basic understanding of what UDL is, 34% of prospective teachers were in the lower range of competency indicating that there are significant difficulties in applying UDL practically, namely, giving specific support to learners and making it accessible and finally 16% in high competency represented strength in implementing UDL in the classroom. Additionally, the t-test revealed that female prospective teachers had higher competency in student engagement (SM) than their male counterparts. Further, the study found a similar level of UDL competency among the prospective teachers of both the B.A. B.Ed. and B.Sc. B.Ed. programmes. Qualitative analysis revealed that the majority of prospective teachers have theoretical knowledge, but they felt challenged while implementing UDL in the diverse classroom. Time constraints, curriculum demand, inadequate resources, large classroom size, and institutional challenges limit the efforts of the prospective teachers to implement UDL in the diverse classroom. Despite these challenges, teachers expressed enthusiasm for UDL practices and emphasized hands-on practice to make UDL a sustainable, impactful approach in diverse classrooms.