UDL 3.0 and Artificial Intelligence for barrier-free education: personalization, inclusion, and participation in diverse educational contexts.
DOI:
https://doi.org/10.55204/pcc.v6i2.e153Keywords:
Universal Design for Learning, generative artificial intelligence, inclusive education, personalized learning, educational participationAbstract
The integration of Universal Design for Learning (UDL 3.0) with generative artificial intelligence (GenAI) offers educational possibilities that may contribute to more personalized, inclusive, and participatory learning environments. However, pedagogical mediation can either foster or constrain its use, while appropriate institutional conditions ultimately determine whether these practices develop as intended (Mallary et al., 2025). Against this background, the study examined the relationships between AI competence, the pedagogical use of AI alongside UDL 3.0, personalization, inclusion, responsible AI, and institutional support among 366 teachers from diverse educational contexts. A quantitative, non-experimental, cross-sectional, correlational design was employed, with indicators organized into dimensions and composite indices. The results showed an average UDL–AI integration level of 95.9%. Pedagogical AI use (M = 3.16), AI competence (M = 3.13), and UDL 3.0 (M = 3.05) showed moderately favorable levels and moderate associations with the integrated index, while personalization displayed a strong relationship (r = 0.783). AI competence showed virtually no relationship with inclusion (r = −0.008), whereas UDL 3.0 was positively related to inclusion (r = 0.398). Responsible AI and institutional support, in turn, obtained comparatively lower values than the other dimensions. These findings suggest that technological competence alone does not ensure inclusive practices. Rather, UDL 3.0 may provide the pedagogical framework needed to connect GenAI, personalization, and participation in ways that reduce educational barriers, provided that its implementation is supported by teacher training, ethical responsibility, and adequate institutional support.Downloads
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Copyright (c) 2026 Miriam Susana López Jumbo, Jorge Luis Mejía Quiñonez, Verónica Leonor Loja Caló, Miriam Cecibel Veliz Cedeño, Edith Geovanna Cholango Tenemaza
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