From Theory to Practice: Empowering Teacher Agency and Confidence through Cross-Sectoral Communities of Practice to Implement Universal Design for Learning.

Abstract

The literature highlights a critical need for practical, classroom-level guidance on effectively implementing Universal Design for Learning (UDL). Researchers such as Edyburn and Edyburn (2015), Ok et al. (2017), and Rao et al. (2014) emphasise this necessity, while Edyburn (2010) points to the lack of primary research on UDL and its implications. This absence of a strong empirical foundation makes it challenging to validate UDL as an effective educational intervention, highlighting the need for studies that provide actionable strategies for educators. Additionally, another significant gap pertains to the role of teachers in implementing UDL. While Spencer (2011) and Vitelli (2015) acknowledge the importance of the teacher's role, this area remains understudied. This mixed methods design-based research (DBR) study addresses these gaps by exploring the effectiveness of a cross-sectoral community of practice (CoP) combined with targeted professional development (PD) in enhancing teacher agency and capacity to implement UDL across primary, post-primary, and further education (FET) settings. The study also examines the impact of a collaboratively designed UDL implementation model on improving educators' abilities to proactively address learner variability and diversity. By analysing participants' perspectives on inclusive practices, their understanding of UDL and technology, and their roles in designing and applying UDL interventions, the study evaluates the transformative potential of collaborative professional learning environments in advancing UDL implementation. The findings revealed significant improvements in participants confidence, agency, and ability to apply UDL principles in practical classroom settings through active participation in the CoP. However, challenges remain in sustaining these benefits over time and across different educational contexts. While CoPs offer a promising model for professional development, their long-term success will depend on ongoing support, adequate resources, and their integration within broader educational systems.