Implementing Universal Design for Learning to Transform Science Education

Abstract

This review critically examines the implementation of Universal Design for Learning (UDL) in science education, providing an integrative overview of research, methodologies, and disciplinary applications. The first section explores UDL across educational stages—from early childhood to higher education—highlighting how age-specific adaptations, such as play-based and outdoor learning in early years or language- and problem-focused strategies in secondary education, enhance engagement and equity. The second section analyses science-specific pedagogies, including inquiry-based science education, the 5E model (Engage, Explore, Explain, Elaborate, Evaluate), STEM/STEAM approaches, and gamification, demonstrating how their alignment with UDL principles fosters motivation, creativity, and metacognitive development. The third section addresses the application of UDL across scientific disciplines—biology, physics, chemistry, geosciences, environmental education, and the Nature of Science—illustrating discipline-oriented adaptations and inclusive practices. Finally, a section on multiple scenarios of diversity synthesizes UDL responses to physical, sensory, and learning difficulties, neurodivergence, giftedness, and socio-emotional barriers. The review concludes by calling for enhanced teacher preparation and providing key ideas for professionals who want to implement UDL in science contexts.