“You Were Accomplishing Learning Goals Without Even Realizing It”: Student Perceptions of Universal Design for Learning in Professional Education

Abstract

Universal Design for Learning (UDL) offers a framework for fostering inclusive education through multiple means of engagement, representation, and action and expression. This qualitative case study explores how UDL strategies influence participation, engagement, and learning outcomes in a professional undergraduate course redesigned to align with UDL principles. The course included explicit learning objectives, flexible assessments, and multimodal instructional materials. Seven full-time undergraduate students in their final year participated, most identifying as women, with three disclosing a physical or developmental disability and prior experience with academic accommodations. While some participants were familiar with UDL, most had not encountered its principles before the course. Data collection included demographic questionnaires, semi-structured interviews, and classroom observations using the UDL Observation Measurement Tool. Findings suggest that UDL strategies promoted interactive learning, accessibility, and student autonomy. Participants emphasized the benefits of recorded lectures, structured discussions, and flexible assessments in reducing barriers. Several participants noted that UDL fostered a more inclusive learning environment, allowing them to engage without requiring formal accommodations. This study highlights the positive impact of UDL-informed design in professional education, demonstrating how inclusive strategies can enhance engagement and retention. The findings reinforce the value of embedding UDL into curriculum development to support equitable, student-centred learning experiences.

Access, equity, and inclusion are increasingly emphasized across professional education programs, particularly in fields where graduates are expected to work with structurally marginalized populations (Effland et al., 2020). Yet despite these commitments, educational environments continue to present barriers for students from historically excluded groups, including disabled students (Wernick et al., 2024). Professional programs, such as those in education, health care, and human services, aim to prepare students to support individuals and families navigating systemic inequities, making inclusive and accessible learning environments central to the ethical development of future professionals (Kourgiantakis et al., 2024). Students entering these programs bring diverse lived experiences, offering valuable insight into both the barriers they face and those likely to be encountered by future clients or service users (Dutta, 2025). Despite this richness, many professional education settings struggle to fully accommodate students with disabilities and other marginalized identities (Pride et al., 2024).

Universal Design for Learning (UDL) allows educators to make teaching more inclusive and accessible. Developed by the Center for Applied Special Technology (CAST) in the 1980s (CAST, 2024), UDL is rooted in the universal design movement, which aims to create environments accessible to as many people as possible (Rose et al., 2006). UDL principles, which emphasize multiple means of engagement, representation, and action and expression, can foster inclusive learning environments that anticipate and accommodate diverse learning needs (Gordon, 2024). By applying UDL throughout course design and delivery, educators can promote equitable learning opportunities for all students, including those with disabilities, intersectional identities, and marginalized groups (Craig et al., 2024; Liasidou, 2014). Standardized approaches to teaching may inadequately address the needs of diverse learners, potentially leading to inequitable outcomes, particularly for disabled students and those from historically marginalized groups (Sánchez-Díaz et al., 2025). While UDL does not replace individual academic accommodations, it seeks to minimize their need by addressing learning barriers at the point of course design (Gordon, 2024).

Practice-based courses are foundational across professional education programs, offering opportunities for students to apply academic knowledge in real-world settings (Greece et al., 2023). In disciplines such as social work, nursing, and education, these courses are essential for preparing students for the complexities of practice and fostering key professional competencies such as empathy, critical thinking, and social responsibility (Bogo, 2018). Educators in these contexts aim to create learning environments that promote student engagement, support skill development, and embody the values their professions uphold, including social justice and equity (Dover et al., 2020).

Professional education, particularly in practice-based contexts, is deeply informed by the traditions of adult and continuing education, which conceptualize learning as experiential, reflective, and situated within learners’ prior lived and professional experiences. Adult education scholarship emphasizes active engagement, critical reflection, and the ongoing transformation of perspective as central to professional formation (Kolb, 1984; Mezirow, 1978). Within these traditions, learners are understood as knowledgeable contributors who construct meaning through dialogue, application, and reflexive practice. Such framing underscores the importance of pedagogical approaches that are responsive to learner variability and that offer flexible pathways for demonstrating professional competence. However, many practice-based courses rely on standardized or less flexible approaches that inadequately address the diverse needs of learners, particularly those with disabilities or marginalized identities. By implementing UDL, educators can proactively anticipate and reduce barriers for a wide range of learners, including those registered with accessibility services, students with unidentified access needs, mature students, multilingual learners, and international students (Fornauf & Erickson, 2020; Qu & Cross, 2024). Embedding UDL into practice-based education demonstrates a commitment to inclusive pedagogy and supports the development of learning environments that reflect the principles of access, equity, and justice.

The Present Study

This study explores how implementing UDL strategies in an undergraduate course situated within a professional program influences student participation, engagement, and learning outcomes. Although UDL aligns with the ethical commitments of many professional fields, its integration in higher education remains limited, especially in programs that have historically relied on deficit-based models of disability and traditional assumptions about competence and learning (Connor, 2020; McKenzie & Khan, 2023; Sherwood & Kattari, 2023). Students in these settings often report challenges accessing accommodations, experiences of ableism, and a lack of representation among faculty and staff (Goulden et al., 2024). By examining the integration of UDL into a practice-based course, this study offers insight into how inclusive course design can reduce learning barriers, promote autonomy, and create environments that model the values future professionals are expected to uphold. While this study is grounded in a social work education context, the findings offer transferable insights for UDL implementation across a range of professional and applied learning environments.

Materials and Methods

This study employed a qualitative case study design to explore how UDL strategies influenced student learning outcomes and experiences in social work education. A case study approach (Merriam, 1998) was particularly suitable for this research because it allowed for an in-depth, holistic examination of the bounded phenomenon of integrating of UDL strategies in practice-based social work education. Case studies are heuristic in nature, facilitating the discovery of new insights and extending the reader’s understanding of the phenomenon under investigation (Merriam, 1998). The unit of analysis in this study was the group of students enrolled in the lead researcher’s (AG) two Social Work Knowledge and Skills for Practice with Families courses, which included approximately 35 students in Fall 2023 at Memorial University of Newfoundland and Labrador. Multiple data sources were collected to examine students’ learning outcomes and experiences, including demographic questionnaires, semi-structured interviews, and classroom observations.

Course Development and UDL Implementation

The course under study, Social Work Knowledge and Skills for Practice with Families, was intentionally designed and revised to align with UDL principles. It underwent multiple revisions with input from a small group of instructors specializing in UDL. The instructors provided detailed feedback on the syllabus and assignments to ensure alignment with UDL principles. Based on their recommendations, several modifications were made, including explicitly linking learning objectives to course requirements, incorporating multiple means of engagement, representation, and action and expression, and providing more explicit guidance for major assessments. The instructor (AG) had taught the course previously, allowing for ongoing refinements informed by both the instructor’s experience and feedback from UDL specialists.

The course integrated multiple assessments to support self-reflection, collaborative learning, and applied practice. The Family Analysis and Genogram assignment (worth 25%) was the first major assignment and required students to visually map their family structures and reflect on how social location and lived experiences shaped their practice. The Group Assignment (a multimedia-based project worth 25%) fostered peer learning and teamwork, as students researched and taught a social work practice model not covered by the instructor. The Final Paper (the Family Assessment and Case Summary worth 30%) challenged students to adapt a social work approach to a specific family context, emphasizing critical thinking and strengths-based interventions. Participation and professionalism (worth 20%) included engagement in discussions, group activities, and structured reflections on learning, including Journal Club, in which students critically analyzed and discussed scholarly articles related to social work practice with families. These assignments, as further referenced in the findings, provided students with multiple pathways to engage with course material, demonstrate their knowledge, and apply theoretical concepts to real-world social work practice.

To further refine UDL implementation, a research assistant (RS) assessed the syllabus using the UDL Syllabus Rubric template developed by EnACT∼PTD (Christie, 2024). This assessment led to several improvements, including clarifying course objectives and requirements, refining assignment instructions, and ensuring accessibility. A rationale for the textbook selection was added, along with detailed guidance for completing major course projects, activities, and papers. Links to relevant examples and illustrations were also incorporated. These revisions strengthened the course’s alignment with UDL principles and helped promote an inclusive and accessible learning experience for all students.

Ethics Review

The study protocol was approved by Memorial University of Newfoundland and Labrador’s Interdisciplinary Committee on Ethics in Human Research (20240468-SW). Ethical considerations included informed consent, participant confidentiality, and strategies to mitigate potential power imbalances between students and the instructor. As is common in Scholarship of Teaching and Learning research, the lead researcher (AG) also served as the course instructor, creating a dual-role dynamic that required careful ethical safeguards (Yeo et al., 2023). To reduce potential coercion and social desirability bias, recruitment and interviews were conducted by research assistants only after the course concluded and final grades had been posted. The instructor did not know which students chose to participate, and all interview data were de-identified before the instructor reviewed them. The interviewer replaced participant names with unique identifiers in all data records to maintain confidentiality and allowed participants to choose pseudonyms. Because this was the cohort’s final course with the instructor, the formal instructor-student relationship had ended at the time of data collection. The authors acknowledge that students may still have perceived relational proximity (e.g., future reference requests), and this possibility was considered during interpretation.

Participants

Participants were recruited from two sections of Social Work Knowledge and Skills for Practice with Families offered in Fall 2023. After final grades were released, a research assistant emailed students to invite them to participate in the study, with a follow-up email sent two weeks later to encourage participation. Seven students indicated interest in participating in the study. Participants ranged in age from 23 to 30 years. All participants were full-time students in a first-degree program and were in the final year of their Bachelor of Social Work degree. Six participants were women, and one was a man. The group was racially diverse, including students who identified as White, South Asian, and Black. One participant was an international student, and one was a parent. Three participants disclosed having disabilities, including physical and developmental disabilities, and had received academic accommodations such as extra time for tests, quiet testing spaces, and assignment extensions. Prior knowledge of UDL varied among participants. Three students were somewhat knowledgeable about UDL, whereas the remaining four had no prior knowledge before taking the course.

Data Collection

Data were collected through multiple methods, including a questionnaire, an interview, and classroom observations, to promote triangulation and develop a comprehensive understanding of UDL implementation in social work education.

Demographic Questionnaire

Participants completed a brief demographic questionnaire via Qualtrics before the interview. The questionnaire collected data on participants’ program of study, previous work experience, lived experiences with disabilities and accommodations, and prior knowledge of UDL strategies. The online format increased accessibility and confidentiality and allowed participants to complete the questionnaire at their convenience. Responses were securely stored in Qualtrics and later analyzed to contextualize participants’ experiences.

Individual Interviews

Two research assistants conducted semi-structured interviews after final grades were submitted to mitigate perceived coercion. The interview guide included hypothetical, ideal position, and interpretive questions (Merriam, 1998) to explore participants’ perspectives on UDL strategies. To increase accessibility and accommodate participant preferences, most interviews were conducted via Microsoft Teams, whereas two were held in person. All interviews were audio-recorded and transcribed by the interviewer to support accuracy. Due to technical difficulties during one interview (the audio recorder did not turn on), the research team relied on the interviewer’s field notes rather than a complete audio transcript. The interview questions were structured around the three core principles of UDL: multiple means of representation, multiple means of action and expression, and multiple means of engagement.

In the multiple means of representation section of the interview, participants discussed their perceptions of teaching strategies in the course, how instructional approaches facilitated access to course content in different formats (e.g., auditory, visual, and tactile), and how these strategies influenced their learning. They also reflected on which instructional methods were most helpful, how background knowledge was activated, and what technology or resources supported their comprehension. To explore multiple means of action and expression, interview questions examined participants’ ability to demonstrate knowledge, their perceptions of assessment tools and strategies, the degree of choice available in assignments, and whether the course respected diverse ways of learning and expressing knowledge. Finally, the multiple means of engagement section examined students’ experiences with flexibility in participation, collaboration, and communication, along with their autonomy regarding assignment timing.

Teaching Observations

The research team received permission from the original authors to use the UDL Observation Measurement Tool (UDL-OMT) (Basham et al., 2020) to assess the degree of UDL alignment in the course. The authors recommended that the team pilot the tool using a teaching video. Following this suggestion, three research assistants, including the two who conducted the classroom observations, met virtually with the instructor to review the tool. They watched an online teaching video, independently completed the UDL-OMT, and then compared their responses. Responses were generally consistent across all three research assistants.

Two research assistants, one a regular member of the research team and the other an external objective observer, conducted two structured classroom observations of three-hour lectures. Each observer independently completed the UDL-OMT, focusing on classroom climate, instructional strategies, and the use of inclusive pedagogical tools. After the observations, they met with the instructor to ask follow-up questions for additional context, as recommended by the tool’s authors, before collaboratively completing the remaining sections of the tool. The results of the UDL-OMT are available upon request. Overall implementation was rated as ‘ideal’, indicating that UDL was consistently applied through sustainable practices, with scores ranging from 2.4 to 3.0.

Data Analysis

Data analysis followed an iterative, reflexive thematic analysis approach (Braun & Clarke, 2021) to support a thorough and flexible exploration of the data. Reflexive thematic analysis emphasizes an interpretive and inductive approach, recognizing the researcher’s active role in meaning-making. Interviews and observation notes were coded using Dedoose software (Socio Cultural Research Consultants, LLC, 2023). Each interviewer coded their own transcript and provided a detailed code description for each assigned code. No pre-established list of codes was used, allowing codes to be identified inductively from the data. Each transcript was coded by two researchers to bring multiple interpretive perspectives to the analysis and support reflexive engagement with the data.

To ensure a thorough and reflexive coding process, a research assistant (JH) and the lead researcher (AG) reviewed all coded transcripts and engaged in discussions to explore different interpretations and refine the coding framework. They examined initial codes and descriptions, identified overlapping meanings, and refined conceptual distinctions to deepen the analysis. This process enabled a more cohesive and structured coding system while preserving the richness of the data. Reflexive thematic analysis (Braun & Clarke, 2021) was then used to identify and refine key themes aligned with the research questions. Codes were categorized into a theme summary table, which grouped related codes under broader thematic patterns. Members of the research team worked together to develop comprehensive descriptions of each theme, ensuring that the themes reflected the underlying data. To strengthen analytic rigour and reflexivity, the research team met multiple times throughout the data analysis process to review coding decisions, discuss patterns, and refine thematic categories. These discussions provided opportunities to reflect on the coding process, clarify interpretive differences, and ensure that the findings were grounded in the data.

Findings

This study examined the impact of UDL strategies on student participation, engagement, and learning outcomes in practice-based social work courses. The findings suggest that UDL strategies foster participation and engagement by promoting interactive learning, reducing barriers, incorporating varied instructional approaches, and supporting student autonomy. Additionally, UDL strategies enhance learning outcomes by strengthening knowledge retention, encouraging deeper reflection, accommodating diverse learning needs, and bridging theory with real-world practice. The following sections explore the themes in detail, illustrating how UDL principles create more inclusive and effective learning experiences for social work students.

Enhancing Engagement, Focus, and Confidence Through Interactive Learning

Interactive learning strategies, including group projects (video assignments), discussions, and tools such as Kahoot!, played a key role in enhancing student engagement, focus, and confidence. Small group activities, in particular, encouraged participation and peer collaboration. While Bailee initially felt apprehensive about the amount of group work outlined in the syllabus, she ultimately found that active learning helped build her confidence and self-esteem. Similarly, McKenzie and Amanda valued smaller group discussions, where they could contribute comfortably without the pressure of speaking in larger settings: ‘I never felt like I was forced to speak within the larger group context, which is something I appreciated’ (Amanda).

Structured discussions encouraged students to share diverse perspectives and engage more deeply with course content. Kristy appreciated the open dialogue these discussions created: ‘The instructor was able to give us a lot of room for opinions and perspectives from everybody … that did help us generate a lot of engagement’. Beyond discussion, game-based learning strategies such as Kahoot! sustained engagement by transforming learning into a dynamic and competitive experience. Amanda highlighted the motivational impact of competition, describing how it blended fun with knowledge demonstration: ‘Everybody enjoyed the Kahoot! because although it was a learning moment and a teaching moment, people were quite competitive … I’m learning, but I also want to win’.

Students also emphasized how varied instructional methods helped maintain focus during long classes. A combination of readings, videos, and group discussions prevented disengagement, making three-hour sessions more manageable. Amanda found that these activities helped sustain her attention, while Lily described Kahoot! as an engaging way to break up long class periods:

I would find myself looking forward to the Kahoot! games, and it was a great way to ease into class because three-hour classes are a beast in and of themselves, so being able to break up that chunk of time like that was great.

Bailee echoed this sentiment, explaining that class activities made learning more appealing: ‘I actually looked forward to going to class because I knew we would have an activity to do. It wasn’t just the teacher standing up there and talking to us’. For many students, the course’s interactive nature created an environment where learning felt engaging rather than passive. Josh described class activities as ‘fun’ and ‘interactive’, while McKenzie emphasized how repetitive engagement with the material through Kahoot! reinforced key concepts each week, strengthening long-term retention.

Fostering Inclusion and Reducing Barriers to Improve Participation

A flexible and inclusive approach to teaching helped remove barriers to participation and fostered a more supportive learning environment. Strategies such as adjustable deadlines, recorded lectures, and accessible course materials allowed students to navigate challenges without unnecessary stress. For Lily, assignment grace periods (i.e., one-week extensions) reflected an ‘inclusive teaching practice’ that acknowledged students’ diverse needs. Kristy similarly found deadline flexibility invaluable for balancing academic demands: ‘I’m able to plan out my semester accordingly, and it gives me more flexibility in terms of prioritizing which assignments need to be completed prior to other assignments’.

Beyond assignment deadline flexibility, students found that accessible resources also supported their ability to engage with coursework. Course materials, including PowerPoint slides, handouts, and recorded lectures, allowed students to review content at their own pace, reinforcing learning and reducing stress. Kristy highlighted the value of recorded lectures in keeping up with coursework, particularly when missing class was unavoidable:

I enjoyed the strategy of [the instructor] recording the lectures the most because it was able to help me on virtually all my assignments, and also it helped in terms of like when I did have to miss class, I was able to catch up and not fall behind.

For McKenzie, closed captioning and printouts enhanced accessibility, ensuring that course materials accommodated different learning preferences.

While structural supports helped reduce barriers, students also emphasized the importance of an inclusive and welcoming classroom. Many described the class as comfortable and conflict-free, with a strong sense of safety that encouraged participation. McKenzie noted that the instructor created a ‘super comfortable’ space where students felt confident sharing their thoughts. At the same time, Lily appreciated the deliberate effort to foster inclusivity: ‘[The instructor] did an amazing job facilitating a safer classroom and more inclusive classroom. So, because of that, I definitely felt more comfortable expressing my views’. For students like Diana Blake, inclusive teaching strategies directly reduced anxiety, making it easier to focus on learning. They reflected on how the instructor actively removed both pedagogical and physical barriers to participation, improving their classroom experience: ‘When I go into the class, and she uses those strategies, my anxiety decreased, which made me more focused on the material and actual learning’.

The effects of inclusion extended beyond participation, as students reported improved learning outcomes in an environment that made them feel supported. Bailee noted that while the course ‘didn’t feel like learning’ in the traditional sense, she retained more information compared to other classes. Lily found this approach relieving, while Diana Blake wished other courses would implement similar strategies: ‘… other classes would do what [the instructor] is doing, it would make it so much easier for my learning and make me feel like it’s not a problem’. By prioritizing flexibility, accessibility, and an inclusive atmosphere, the course enabled students to fully engage in their learning experience without unnecessary barriers.

Sustaining Engagement Through Varied Instructional Approaches and Technology

A diverse range of instructional methods and technology-supported learning helped sustain engagement and deepen student understanding. Peer teaching, in which students presented assigned readings to the class, was identified as an especially effective strategy. For Josh and Bailee, presenting to their peers provided opportunities to demonstrate knowledge while learning collaboratively. Lily appreciated how peer teaching moved beyond traditional lecture-based instruction, making the course more dynamic and engaging: ‘It wasn’t just a paper-based course’. Other interactive strategies, such as small-group discussions, mock interviews, and genograms, encouraged hands-on engagement with the course content. Bailee reflected on the practical nature of these activities: ‘I found it was really hands-on. You were able to get involved in your own learning … it was not just the professor lecturing at you’.

Technology played a critical role in accommodating diverse learning needs. Recorded lectures supported long-term retention by allowing students to revisit content at their own pace. Amanda found this feature essential for reinforcing learning: ‘You had the means to go and find it somewhere to rewatch the lecture and understand it at your own pace’. By providing flexible access to course materials, recorded lectures helped sustain engagement beyond the classroom, ensuring students could keep up with discussions even when they missed class. Diana Blake further emphasized how closed captioning improved accessibility and processing of information: ‘I really liked the closed captioning, like I have never had a course like that … where I can actually read what she’s saying, and it will help me process the information’. By combining interactive instructional techniques with accessible technological tools, the course supported a wide range of learning preferences, reinforcing engagement both in and out of the classroom.

Empowering Student Autonomy Through Choice and Flexibility

Providing students with choice and flexibility in learning activities fostered a sense of autonomy and increased participation. One of the most valued aspects of the course was the opportunity to select their own groups for the video assignment. For many students, this sense of control made the project more enjoyable and less stressful. Lily described how group selection contributed to a positive experience: ‘It made the project really fun’. Amanda similarly found that choosing her own group allowed her to express her ideas more openly: ‘I was able to share my ideas, be expressive, and actually speak’. Beyond group work, choosing assignment topics enabled students to tailor their learning to their own interests and career goals. Josh reflected on how this personalized approach made coursework more meaningful:

I was able to have a choice in what I wanted to do because as you know, like in social work, we learn about a lot of different topics and naturally you’re more inclined or you’re more interested in some topics. I was able to focus on a topic that I wanted to pursue after my graduation.

For many students, having agency in their learning process increased motivation and engagement. Bailee summarized this benefit, emphasizing how active decision-making contributed to a more immersive experience: ‘Usually it’s someone lecturing at you, but having choice and decision within our own learning really, really helped’. By allowing students to take ownership of their learning, the course transformed participation from a requirement into a meaningful, student-driven process.

Strengthening Understanding and Retention Through Multimodal Learning

A multimodal approach to instruction, incorporating varied teaching techniques, resources, and materials, strengthened students’ understanding and retention of course content. Many students appreciated the integration of continuous updates to the course shell and library (Lily, McKenzie), access to hard copies of materials (Kristy, McKenzie), videos incorporated into lectures (Amanda), and recorded lectures for later review (Kristy, Lily). The use of Kahoot! also helped reinforce key content in an engaging way (Amanda, Lily). For Josh, interactive activities made complex ideas more accessible: ‘I feel like the activities that she provided helped me connect to the ideas … and actually creating a one-on-one learning situation made it easier for me to just articulate the type of material that you’re trying to get across to us’.

Providing course content in multiple formats also improved students’ ability to process and retain information. Kristy explained how a combination of auditory, visual, and physical resources supported her learning:

Auditory would have been like her recording and then visual would have been like her slide deck and then also just providing it as like a paper physical copy was really helpful for me because my auditory listening is not as good.

Bailee further highlighted how a less rushed and more varied approach to learning improved her retention of course material: ‘I’m really surprised how much material I retained from the class because I find especially with the social work courses … it seems like everything is rushed and I don’t know how much material I’m actually retaining from what I’m learning’.

Access to multiple pathways for engaging with material also gave students greater control over their learning. Bailee described this autonomy as an empowering aspect of the course: ‘It gives you a sense of, you have control in your own learning. It gives you a sense of being an adult to be honest. Like you get to, you get to make decisions, which was really nice’. Lily similarly found that interactive discussions helped bridge the gap between theoretical concepts and real-world application: ‘[Students were] encouraged to add discussion about the things that we were learning and how that can help us understand’. By providing students with flexibility in engaging with the material, the course fostered an authentic learning experience similar to a ‘choose-your-own-adventure’ approach, where students could process information in ways that worked best for them.

Fostering Deeper Learning Through Engagement and Reflection

Engagement- and reflection-based learning activities helped students develop a deeper understanding of course concepts. Assignments such as the multimedia-based group project, discussions, and self-assessments encouraged students to critically examine their own experiences in relation to theoretical frameworks. Bailee reflected on how the course challenged her preconceived notions about families: ‘I had a preconception, and I think a lot of people do have, of what a family looks like … it really gave a lot of personal reflection into my own family’. Similarly, Lily connected course discussions to her field placement, demonstrating how the course bridged classroom learning with professional practice: ‘I was kind of naturally responding and supporting clients in [specific social work therapies] because we learned several therapy models’.

Collaborative learning experiences also fostered deeper reflection. While Diana Blake initially found group activities challenging, engaging in discussions helped her feel more comfortable expressing her thoughts: ‘I was able to participate more ‘cause usually I’m really quiet in class, so having different areas where I can participate was really, really good.’ Students, including Lily, Kristy, McKenzie, and Amanda, appreciated activities such as Journal Club and small-group discussions, which provided opportunities to explore complex ideas and apply therapeutic tools interactively. These structured collaborations promoted engagement and critical thinking, enhancing students’ learning experiences.

Reflective learning also helped students integrate prior knowledge with new concepts. As students progressed through the course, they recognized connections between different aspects of social work education. Josh highlighted how this course built on previous learning:

Well, honestly, I feel like a lot of the stuff that we learned in the counselling course in my first year of social work really applied. I was able to add my learning from that course into this course, from learning the different types of counselling techniques and how you could interact with individuals.

Engaging with material through discussions and reflections encouraged students to see how their education was interconnected, fostering a deeper understanding of social work theories and practices.

Supporting Diverse Needs to Enhance Learning Success

UDL strategies were crucial in addressing diverse student needs by providing personalized learning experiences, flexible assessments, and tailored feedback. Many students emphasized the importance of ongoing instructor support in reducing learning barriers and fostering an inclusive classroom environment. Josh described how the instructor’s guidance enhanced his learning experience, particularly when working on assignments:

There were many times I contacted [the instructor] about the specifics of the assignments, and she was able to guide me. In the final assignment, she actually helped me by giving me some journal [articles] that I was able to include in my final paper. So, she really guided me through my learning.

For Diana Blake, the instructor’s commitment to accessibility was especially meaningful. She highlighted the instructor’s efforts to create an environment where all students, including those with disabilities, could participate fully: ‘She adapted to all the students’ needs, just like my disability with talking, like with the physical environment, she made the classroom accessible for me … she tries to get every type of accommodation that people would need into the classroom’.

Beyond accessibility, timely and constructive feedback was essential in supporting student success. While Diana Blake found feedback beneficial for personal growth, stating, ‘She gave a lot of great feedback ‘cause I do well with feedback, whether it’s positive or not’, Amanda noted that delayed feedback created challenges, making it difficult to adjust her work for subsequent assignments: ‘You want to know if you’re on the right track or if you’re not’. Students appreciated rubrics, which provided clear grading criteria and made expectations easier to understand, allowing them to make necessary adjustments to their work.

Perspectives on specific assignments, particularly the Family Analysis and Genogram assignment, varied, underscoring the importance of trauma-informed assessment design. Lily found the assignment, which required students to analyze their own family structures, too personal and uncomfortable. In contrast, Josh viewed the assignment as a valuable tool for visualizing family theory in practice:

The family genogram was amazing because it allowed me to see the structure of bones and family theory, and it allowed me to pick up on different things within my own history … and it just made me connect with it in a better manner.

This contrast highlights the need for flexibility in assignment design, ensuring that students can meet the learning objectives in ways that align with their learning needs.

Bridging Theory and Practice Through Real-World Applications

UDL strategies that emphasized practical application and real-world connections were instrumental in preparing students for professional social work practice. Classroom discussions that integrated students’ field placement experiences helped reinforce the connection between theory and practice. Kristy noted that these discussions deepened her understanding of the course material: ‘[The instructor] was very engaged … and asking us specific questions about like if we had previous experiences or even connecting it back to our previous placement was helpful’. Mock interviews provided another hands-on opportunity to apply social work techniques in a structured setting. Bailee described how this activity helped her understand client perspectives, making theoretical concepts more tangible: ‘It helped me understand how [the] client will feel [and] how it actually feels to be on the other end of the service’. Experiential learning in a supportive setting enabled students to refine their skills through direct practice and feedback.

Similarly, case study assignments allowed students to incorporate diverse social identities and perspectives into their analyses, encouraging them to think critically about real-world social work scenarios. Lily appreciated the course’s emphasis on diverse resources, particularly the inclusion of materials focused on Black and racialized communities. For many students, these interactive and applied learning experiences contrasted with more traditional lecture-based courses. Josh found that hands-on activities more effectively reinforced learning objectives than textbook-heavy courses:

I found this course to be the best for actually teaching me the learning objectives versus other courses … A lot of [other courses] is textbook material and slideshows, which is good, but it doesn’t really help me as a hands-on learner.

This distinction highlights how active learning strategies, such as mock interviews and case study development, helped bridge the gap between theoretical knowledge and practical application.

Class participation further strengthened students’ ability to apply social work skills in real-world contexts. Unlike courses that relied primarily on written assignments, this course emphasized engagement through discussion and hands-on activities. Lily pointed out that social work practice requires more than theoretical knowledge, stressing the need for practical experience: ‘You can write an incredible paper and get out in the field and still know nothing’. Through discussions, case study development, and interactive exercises, students had multiple opportunities to translate theoretical concepts into practical skills, thereby better preparing them for real-world social work practice.

Discussion

Effective course design shapes students’ learning experiences, particularly in professional and practice-based programs. This study’s findings indicate that implementing UDL strategies, such as multiple modes of content delivery, interactive learning opportunities, and flexible assessments, enhanced student engagement, accessibility, and knowledge retention. Participants identified key instructional strategies that contributed to their success, including recorded lectures, structured discussions, and a multimedia-based group project that connected coursework to real-world applications. These approaches not only supported diverse learning preferences but also reduced barriers to participation and increased students’ confidence in applying course concepts. Research on explanatory video assignments further supports these findings, demonstrating that multimedia assessments encourage deeper engagement with content, reinforce key concepts, and build students’ confidence in expressing their understanding (Cardace et al., 2024). Similar to the video assignment used in this course’s group project, these strategies offer flexible ways for students to interact with material and apply theoretical knowledge in meaningful ways.

Students emphasized the importance of a supportive and adaptable learning environment, underscoring the role of instructors in fostering inclusivity and reducing academic stress. Although many professional programs emphasize values such as inclusion and equity (Kourgiantakis et al., 2024), students with disabilities continue to experience ableism and sanism in higher education (de Bie et al., 2021). Many postsecondary institutions rely on accommodation models that frame disability as an individual deficit that requires disclosure and verification to receive support (Liasidou, 2014; Pidgeon et al., 2018). This process can be stigmatizing and create additional barriers to accessing necessary accommodations. Prior research has found that social work students may be hesitant to request accommodations because of fears of being perceived as unfit for the profession or facing negative repercussions from faculty and future employers (de Bie et al., 2021). While participants in this study did not explicitly discuss these fears, they highlighted the importance of proactive accessibility in course design. This suggests that embedding UDL principles into course design may help students feel more supported without requiring them to request individualized accommodations. Research has shown that faculty attitudes and practices play a key role in shaping inclusive learning environments in higher education. Faculty who implement inclusive practices, such as providing adapted materials, making necessary adjustments, and offering flexible assessments, enhance student success and foster a sense of belonging in the classroom (Sánchez-Díaz et al., 2025). Faculty engagement in ongoing training, disability awareness, and student-centred pedagogy is essential for ensuring equitable learning experiences for students with disabilities.

Although flexibility and accessibility were successfully integrated into the classroom, students frequently encountered persistent barriers in applied learning settings, such as field placements or practica. These environments often reflect structural inequities and outdated notions of professionalism, revealing a disconnect between inclusive pedagogy and real-world professional training (Okuda, 2023; Pallas et al., 2022). The disconnect between classroom inclusivity and fieldwork expectations underscores a critical gap between academic environments and professional practice. These experiences highlight the limitations of UDL when its implementation is confined to coursework alone. Although there is growing momentum to incorporate UDL into coursework, many experiential learning contexts lag behind. Research suggests that field placements present distinct challenges for UDL adoption and require collaborative efforts among faculty, disability service providers, and students to address access barriers (Kirwan & Peláez, 2023). Similarly, research examining the perspectives of professional program directors, field coordinators, and students with disabilities has found that stakeholders acknowledge barriers to success in field placements (Flanagan et al., 2014). Yet few institutional solutions exist, reinforcing the risk that inequities will persist beyond graduation. These findings raise an urgent question about how UDL can extend beyond coursework to reshape the professional environments where students train and work. Addressing this gap will be critical to ensuring that inclusive values are reflected consistently across both academic and experiential learning settings.

Finally, UDL strategies increased student engagement and knowledge retention in this study. Participants described how recorded lectures, varied instructional materials, and flexible learning opportunities provided multiple ways to access content and demonstrate understanding. These findings align with prior research demonstrating UDL’s effectiveness in fostering inclusive learning environments (King-Sears et al., 2023; Marino, 2009). Moreover, they reinforce UDL’s potential to proactively address barriers in higher education, creating more accessible and equitable learning environments that support a diverse range of students. While interactive learning environments are often assumed to enhance engagement, research suggests that learning gains are more strongly tied to active learning pedagogy than classroom context alone (Vercellotti, 2018). This reinforces the idea that UDL strategies, rather than physical classroom design, drive meaningful engagement and learning outcomes. Expanding UDL practices beyond the classroom into field placements and professional settings could further enhance social work education’s commitment to accessibility and inclusion, ensuring that students with disabilities are supported across all aspects of their academic and professional training.

Study Limitations and Future Research

This study offers valuable insights into the implementation of UDL within a professional education context; however, several limitations must be acknowledged. As a qualitative case study, the findings offer a context-specific exploration of UDL strategies in a single undergraduate course at a single university. Although this design enables a rich, in-depth understanding, future research could examine UDL implementation across multiple institutions and diverse educational settings to identify broader trends in student experiences. Including a more varied sample, such as students with differing levels of engagement, would also contribute to a more comprehensive picture of UDL’s impact. An additional limitation concerns participant self-selection and the proportion of students who participated. A relatively small subset of the enrolled students elected to participate in interviews. Because participation was voluntary and occurred after course completion, respondents may have held particularly strong perspectives, positive or critical, about their experience. It is possible that participants’ perceptions of more standardized instructional approaches were influenced by their positive engagement with UDL-informed strategies. The study was also limited to a single semester. As a result, the long-term impact of UDL strategies remains unclear. Research that follows students into field placements and early professional practice could offer insight into whether accessibility and engagement strategies are sustained beyond the classroom and translated into applied learning environments. Finally, the study did not include faculty perspectives, which are crucial for understanding the practical implementation of UDL in professional education. Exploring instructors’ experiences, including perceived challenges, institutional supports, and sustainability considerations, would further strengthen understanding of UDL integration in professional programs.

Conclusion

This study highlights the effectiveness of UDL in fostering an inclusive and engaging learning environment in professional education. By prioritizing flexibility, accessibility, and multiple means of engagement, representation, and action and expression, UDL strategies enhanced student participation, knowledge retention, and learning outcomes. The findings reinforce the value of shifting from models that rely on individualized accommodation requests to proactive accessibility approaches embedded in course design. Importantly, these findings highlight the need for faculty development and institutional investment in inclusive pedagogy. Effective UDL implementation requires more than individual instructor initiative. It depends on training, collaborative curriculum development, and structural support to enable educators to design courses responsively and sustainably. Expanding professional development opportunities focused on inclusive teaching practices may strengthen UDL adoption across professional programs. At the same time, gaps between inclusive classroom practices and less accessible learning environments, such as field placements, point to persistent barriers in professional training. Future research should explore how UDL principles can extend beyond the classroom and examine how institutions can better prepare educators to integrate inclusive design practices across learning contexts.