In the evolving landscape of education, the Universal Design for Learning (UDL) framework has emerged as a critical paradigm aimed at fostering inclusivity and accessibility within classrooms. As educators grapple with the challenges of addressing diverse learner needs, a growing body of research highlights the pivotal role of pre-service teachers’ beliefs in effectively implementing UDL principles. Recent comprehensive reviews have illuminated that three key psychological constructs—self-efficacy, growth mindset, and self-regulation coupled with motivation—serve as essential predictors enabling pre-service teachers to embed the UDL framework into their teaching practice with success.
At the core of implementing UDL lies the notion of designing flexible learning pathways, a process demanding a high degree of self-efficacy among educators. Self-efficacy, grounded in Bandura’s social-cognitive theory, is understood as teachers’ conviction in their capability to execute requisite actions to manage professional tasks and overcome challenges. Within education, this translates into teachers’ confidence to construct and facilitate inclusive learning environments that resonate with the dynamic and varied needs of all students. Empirical studies have consistently linked elevated self-efficacy to increased competence in adopting innovative pedagogical strategies, particularly those aligned with inclusiveness and learner variability.
Delving deeper, the framework of UDL emphasizes three fundamental principles: multiple means of representation, action and expression, and engagement. These principles collectively underscore the importance of accessibility and adaptability in instruction. Pre-service teachers who express strong self-efficacy resonate with these UDL tenets, perceiving themselves as capable of tailoring their instructional designs to accommodate a diverse spectrum of learner profiles. Such belief systems are not merely abstract; they significantly forecast pre-service teachers’ willingness to embrace modern, student-centered pedagogies that replace monolithic teaching practices with flexible, responsive, and inclusive strategies.
However, self-efficacy alone does not suffice. A second crucial determinant identified in recent literature is the presence of a growth mindset—the belief in the malleability of one’s abilities and intelligence. Coupled with this is the crucial role that ongoing professional development plays in nurturing such adaptive beliefs. Pre-service teachers equipped with a growth mindset are more inclined to engage earnestly with the complex, design-oriented demands of UDL implementation, viewing challenges not as insurmountable barriers but as opportunities for development. This psychological flexibility is imperative when navigating the inherently multifaceted and nuanced demands of inclusive education frameworks.
Crucially, acquiring sufficient knowledge about the UDL framework itself is foundational to fostering both self-efficacy and growth mindset. Without a deep understanding of UDL principles and their application, pre-service teachers are unlikely to internalize the framework’s potential to meet diverse learners’ needs effectively. Contemporary research underscores a glaring gap in empirical investigations addressing how pre-service teachers’ beliefs shift before and after engagements with UDL-specific training or coursework. This knowledge deficit signals an urgent call for more granular, longitudinal studies aimed at evaluating teacher educators’ methodologies in embedding UDL content into their curricula effectively.
Beyond cognitive beliefs lies the often-underappreciated domain of self-regulation and intrinsic motivation, identified as the third pillar influencing UDL adoption. Pre-service teachers who exhibit a strong sense of responsibility toward their students’ learning and development tend to demonstrate heightened motivation to employ diverse instructional strategies, as championed by UDL. Such motivation often manifests through autonomy-supportive teaching practices that empower students with meaningful choices and abundant learning resources, thereby cultivating richer engagement and deeper learning.
The intricate interplay of these three belief domains—self-efficacy, growth mindset, and self-regulation with motivation—substantially influences how pre-service teachers respond to the design demands posed by UDL. Notably, the emphasis on designing for learner variability distinguishes UDL’s unique approach to education. This principle demands an educator’s proactive engagement with student differences rather than a reactive accommodation of deficits. In this way, teacher education programs must prioritize not only the transfer of knowledge about inclusive practices but also the cultivation of positive, forward-looking beliefs that embolden future teachers to champion inclusion actively.
An often-cited barrier to successful UDL implementation is the absence of targeted training and concrete pedagogical examples within teacher education. One insightful narrative from pre-service teachers highlights the efficacy of scaffolded support wherein instructors provide iterative feedback on UDL-infused lesson plans. Such mentorship not only enhances conceptual understanding but reinforces pre-service teachers’ confidence in applying the framework. Hence, institutional support mechanisms—including curriculum design led by teacher educators who themselves embrace UDL principles—are indispensable to embedding a culture of inclusivity from the ground up.
Further complicating matters is the observed variability in pre-service teachers’ beliefs about student intelligence and learning potential. Research informed by the social model of disability suggests that teachers harboring high expectations and endorsing the malleability of intelligence tend to employ a richer repertoire of inclusive teaching strategies. Shifting pre-service teachers’ mindsets toward recognizing every learner’s capacity to succeed through diverse pathways is thus a prerequisite for genuine UDL uptake. Conversely, irrelevant or poorly designed courses within teacher education can undermine these positive belief structures, highlighting the necessity for coherent, inclusion-centered curricula.
The implications of this growing body of evidence extend beyond training to include a broader advocacy for systemic change within education. Pre-service teachers’ budding beliefs about inclusion and UDL not only shape classroom practices but also contribute to more inclusive educational systems and social environments. By fostering responsibility and motivation to support all learners—not simply those identified with disabilities—future educators can cultivate classroom cultures that celebrate diversity as a strength.
The literature also stresses that the intention to grow professionally emanates from these belief systems, serving as a driving force for the meaningful adoption of innovative frameworks like UDL. Teacher education programs, therefore, bear the responsibility of crafting learning experiences that inspire and support this professional growth trajectory. Such programs need to holistically blend theoretical knowledge with practical application, reflective practice, and sustained external support, such as mentorship and peer collaboration.
In considering the broader picture, the incorporation of UDL into teacher preparation offers an opportunity to align educational practices with contemporary understandings of neuroscience and cognitive science. This alignment elucidates how learner variability is fundamental to human cognition and how adaptive teaching methods can optimize educational outcomes for all. As such, embedding UDL within teacher education is not merely a pedagogical choice but a scientific imperative grounded in evidence-based practice.
Moreover, the review of studies into pre-service teachers’ beliefs elucidates that fostering self-efficacy, growth mindset, and motivation cannot be relegated to incidental outcomes; these must be central, intentionally nurtured goals within teacher education. The complex nature of UDL demands educators who are resilient, reflective, and willing to engage in a continuous cycle of learning and adaptation. Building these dispositions during the pre-service phase has the potential to influence long-term teaching effectiveness and ultimately benefit students’ academic and socio-emotional development.
In sum, the collective evidence suggests that the successful implementation of the UDL framework by future teachers hinges on a triad of interrelated belief constructs. Programs that emphasize these psychological foundations alongside concrete knowledge and skills development stand to produce educators ready to embrace the challenges and promise of inclusive education. As more empirical studies emerge addressing the antecedents and trajectories of these beliefs, education systems worldwide will be better equipped to prepare teachers who not only understand UDL but live it.
Given the centrality of inclusive education in global educational reforms, the future pathway is clear: fostering robust positive beliefs in pre-service teachers, supported by tailored knowledge and sustained motivation, will be the key to unlocking the transformative potential of UDL in classrooms worldwide. This research trajectory invites ongoing inquiry and innovation in teacher education, aiming for a landscape where all learners thrive because their diverse needs are anticipated and planned for by empowered and efficacious educators.
Subject of Research: Pre-service teachers’ beliefs regarding the implementation of the Universal Design for Learning (UDL) framework.
Article Title: A scoping review of pre-service teachers’ beliefs about implementing the universal design for learning framework.
Article References:
Han, C., Lei, J. A scoping review of pre-service teachers’ beliefs about implementing the universal design for learning framework.
Humanit Soc Sci Commun 12, 969 (2025). https://doi.org/10.1057/s41599-025-05336-3
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