Research Article

Universal design for learning and artificial intelligence in the digital era: Fostering inclusion and autonomous learning

Silvia Saborío-Taylor 1 * , Fabián Rojas-Ramírez 1
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1 Universidad Nacional de Costa Rica, Heredia, COSTA RICA* Corresponding Author
International Journal of Professional Development, Learners and Learning, 6(2), July 2024, ep2408, https://doi.org/10.30935/ijpdll/14694
Submitted: 20 March 2024, Published Online: 11 June 2024, Published: 01 July 2024
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ABSTRACT

In the digital era, the convergence of universal design for learning (UDL) principles and artificial intelligence (AI) stands as a transformative force shaping education. This article explores their intersection, emphasizing their combined impact on fostering inclusion and autonomous learning through the lens of UDL’s multiple means of representation, engagement, and expression. UDL, committed to inclusivity by providing various ways for students to access, engage with, and demonstrate understanding of content, synergizes with AI’s transformative capabilities. The article presents three practical applications illustrating how the integration of UDL and AI, employing multiple means, enhances autonomous learning, eliminates barriers, and cultivates inclusive educational spaces. This collaboration not only addresses immediate challenges but also serves as a catalyst for systemic change, paving the way for a more just and equitable educational landscape in the digital era. Continuous reflection, ethical considerations, and purposeful integration of UDL principles and AI are essential for refining these approaches and ensuring a responsive educational system that promotes inclusion and autonomy.
Keywords: universal design for learning, artificial intelligence, autonomous learning, inclusion

CITATION (APA)

Saborío-Taylor, S., & Rojas-Ramírez, F. (2024). Universal design for learning and artificial intelligence in the digital era: Fostering inclusion and autonomous learning. International Journal of Professional Development, Learners and Learning, 6(2), ep2408. https://doi.org/10.30935/ijpdll/14694

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