Research Question:
How can the implementation of Universal Design for Learning principles improve the quality of preschool education?

Objective:
The aim of this research is to explore how the Universal Design for Learning approach can enhance the quality of preschool education through educational policy and good practice examples from various countries.

Conceptual or Theoretical Framework:

With the trend towards inclusive education, meeting the needs of diverse children at all levels of education is becoming a higher priority for educators, researchers and policy makers. Preschool is one of the most crucial phases for fostering social and cognitive development, emphasising the application of clear educational policy guidelines, the employment of sets of techniques that have been scientifically established, and the significance of best practices from around the globe. 

Education policy plays a crucial role in setting quality standards for early childhood education. The EU emphasizes inclusive practices from an early age, as 95% of children over 4 years old are enrolled in early childhood education (European Agency for Education and Culture, 2025). Therefore, the early childhood education stage is as essential, if not more essential than others, in the further development of an individual in terms of lifelong learning (European Commission, 2019; The World Bank, UNESCO & UNICEF, 2021; UNICEF, 2021). 

Universal Design for Learning (UDL) is a scientifically grounded, comprehensive framework for organizing inclusive educational processes that supports educators in identifying potential barriers faced by learners in achieving their educational goals, while also fostering the fulfillment of diverse needs for all students (Galkiene & Monkeviciene, 2021; King-Sears et al., 2023). Although UDL is designed for high-income countries, as it emphasizes the use of digital technology (McKenzie, Karisa, & Kahonde, 2021), the UDL framework demonstrates a tendency to systematically improve and expand, continually diversifying the means of representation, engagement, and expression to meet the diverse needs of learners. Just as special needs must adapt, so too must the methods and materials in an ever-changing world. It is no wonder that the UDL framework serves as a provider and promoter of inclusive education in an increasing number of educational institutions, being utilized as a model for educational transformation in various countries (Flood & Banks, 2021; Melnyk et al., 2021; Ginner Hau et al., 2022; Fauzy & Hosshan, 2024). 

The movement towards inclusive education highlights the critical importance of addressing diverse learning needs, particularly in preschool settings, which are essential for early social and cognitive development. UDL serves as an adaptable framework that promotes inclusivity through diverse teaching methods and is gaining recognition as a global model for educational transformation. This underscores the significance of implementing inclusive practices in formulating effective educational policies and enhancing quality standards.

This study uses a theoretical framework to explore how UDL principles can improve the quality of early childhood education. The methodologies used in this study include: Literature Review: A comprehensive review of academic publications and research on UDL principles will be conducted (≈N=20-30). This includes an analysis of peer-reviewed articles, books and research papers that focus on the theoretical foundations and practical applications of UDL in early childhood education. The aim of this method is to identify key concepts and findings that highlight the effectiveness of UDL in meeting diverse learning needs and improving the quality of education. Policy Documents Analysis from the European Union and other international organizations will be conducted (≈N=10-15). This will include an assessment of guidelines and standards for early childhood education and how they incorporate inclusive practices and UDL principles. Understanding the policy landscape will provide insights into how educational quality is being shaped at a systemic level. Case Study Analysis will include a qualitative analysis of existing case studies that detail the implementation of UDL in education systems in different countries. By reviewing and synthesizing the selected case study findings, the study will focus on successful practices, challenges, and the overall impact of UDL in early childhood education. This method helps to illustrate practical examples of UDL in action and provides context for theoretical concepts. Thematic synthesis: Findings from the literature review, policy analysis, and case study analysis will be thematically synthesized to identify common challenges, successes, and conclusions related to the integration of UDL in early childhood education. This synthesis will provide a holistic view of how UDL can help improve educational quality and inclusion in early childhood education settings. Overall, these methodological approaches will facilitate a thorough investigation of the role of UDL in improving early childhood education, providing a solid theoretical basis for understanding its impact in the context of inclusive preschool education.

The findings are expected to reveal several key insights: Firstly, the theoretical review of literature and policy documents will highlight the foundational principles of UDL and their alignment with current educational policies that prioritize inclusivity. By understanding how these principles can be integrated into early childhood education, the research may demonstrate how UDL frameworks can provide educators with the necessary professional competence programs and courses. Secondly, the analysis of case studies will showcase successful implementations of UDL in various educational contexts, illustrating best practices that can be adopted within preschool settings. These practical examples are expected to reinforce the adaptability of UDL and its ability to enhance educational quality regardless of geographical and socioeconomic differences. The thematic synthesis of the data collected will further emphasize the common challenges and successes associated with UDL implementation. This synthesis is anticipated to provide a holistic understanding of how UDL can be operationalized in preschool education, thus informing future educational policies and practices. Ultimately, the thematic synthesis of the collected data will provide a holistic understanding of UDL integration, addressing common challenges and successes that may inform future educational practices and policies. This research is expected to contribute valuable insights into the transformative potential of UDL, advocating for its broader adoption in preschool education and offering practical recommendations for educators and policymakers. The implementation of UDL principles can improve the quality of preschool education by promoting inclusivity and tailoring learning experiences to meet the diverse needs of all children. By offering multiple means of representation, engagement, and action & expression, UDL fosters increased preschool children's motivation and participation, thereby enhancing educational outcomes. Additionally, it supports social and emotional development, creating a positive environment that encourages lifelong learning and adaptiveness among young learners.

European Commission. (2019). Key competences for lifelong learning. Directorate-General for Education, Youth, Sport and Culture. Publications Office. https://data.europa.eu/doi/10.2766/569540 European Education and Culture Executive Agency. (2025). Key data on early childhood education and care in Europe 2025: Eurydice report. Publications Office of the European Union. https://data.europa.eu/doi/10.2797/66224 Fauzy, S. I. F. M., & Hosshan, H. (2024). Implementation of Universal Design For Learning In Inclusive Education: A Scoping Review In Asian Countries. Asian Journal of Research in Education and Social Sciences, 6(2), 750-758. Flood, M., & Banks, J. (2021). Universal design for learning: Is it gaining momentum in Irish education?. Education Sciences, 11(7), 341. https://doi.org/10.3390/educsci11070341 Galkiene, A., & Monkeviciene, O. (2021). Improving inclusive education through Universal Design for Learning (p. 323). Springer Nature. https://doi.org/10.1007/978-3-030-80658-3 Ginner Hau, H., Selenius, H., & Björck Åkesson, E. (2022). A preschool for all children?–Swedish preschool teachers’ perspective on inclusion. International Journal of Inclusive Education, 26(10), 973-991. https://doi.org/10.1080/13603116.2020.1758805 King-Sears, M. E., Stefanidis, A., Evmenova, A. S., Rao, K., Mergen, R. L., Owen, L. S., & Strimel, M. M. (2023). Achievement of learners receiving UDL instruction: A meta-analysis. Teaching and Teacher Education, 122, 103956. https://doi.org/10.1016/j.tate.2022.103956 McKenzie, J., Karisa, A., Kahonde, C., & Tesni, S. (2021). Review of UDL in Low-and Middle-Income Countries. IDEA. https://www. cbm. org/fileadmin/user_upload/UDL_review_report_2021. pdf. https://www.eenet.org.uk/resources/docs/UDL_review_report_2021.pdf Melnyk, N., Maksymchuk, B., Gurevych, R., Kalenskyi, A., Dovbnya, S., Groshovenko, O., & Filonenko, L. (2021). The establishment and development of professional training for preschool teachers in Western European countries. Revista Romaneasca Pentru Educatie Multidimensionala, 13(1), 208-233. https://doi.org/10.18662/rrem/13.1/369 The World Bank, UNESCO and UNICEF (2021). The State of the Global Education Crisis: A Path to Recovery Washington D.C., Paris, New York: The World Bank, UNESCO, and UNICEF. UNICEF. (2021). The state of the world’s children 2021: On my mind – Promoting, protecting and caring for children’s mental health. United Nations Children's Fund.