Universal Design for Learning (UDL) is increasingly recognised as a key framework for promoting equity and inclusion in education systems, particularly in contexts characterised by learner diversity (King-Sears et al., 2023). Conceived as a proactive approach, this educational framework encourages educators to design flexible curricula by incorporating multiple means of engagement, representation, and action and expression (CAST, 2022). Research describes UDL not only as a pedagogical model but as a mechanism for reducing systemic barriers and ensuring equitable access to learning opportunities (Fornauf et al., 2020; Ok et al., 2017).

However, despite policy interest and institutional endorsement, teachers continue to report significant challenges in applying this framework in real classrooms. The latest studies suggest that most UDL uptake remains theoretical rather than practical, with teachers struggling to translate principles into everyday lesson planning (King-Sears et al., 2023; Sala-Bars & Moriña, 2023). This tendency is also evident throughout the European countries (Galkiene & Monkeviciene, 2021). In Spain, an educational law that advocates improving inclusion and suggests adopting UDL principles in classrooms was promulgated in 2020 (Organic Law 3/2020, of December 29, amending Organic Law 2/2006, of May 3, on Education). Nonetheless, Spanish and Catalan educators often perceive UDL as inaccessible due to limited training, lack of concrete examples, and feelings of unpreparedness (Martínez & Ruiz, 2024; Sala-Bars & Moriña, 2023).

Scholars increasingly agree that teacher professional development should move beyond conceptual familiarisation and incorporate practice-oriented approaches, including practical modelling, co-design, and iterative application (Craig et al., 2022). The transformation of UDL theory into practice is usually influenced by teachers’ affective and pedagogical competencies (Fornauf et al., 2020). Consequently, training primary teachers beyond theoretical knowledge is essential to strengthen their abilities to respond to children's diversity, support learning and instructional design with informed decision-making, and promote the sustained implementation of inclusive practices (King-Sears et al., 2023).  In this regard, teachers value active, collaborative, and experiential formats, including lesson simulations, structured feedback cycles, and opportunities to rehearse complex classroom decisions (Ok et al., 2017).  

Therefore, the present research aligns with this evolving evidence base by identifying teachers’ perceived needs, designing interactive UDL-based simulation materials, and evaluating whether such tools bridge the gap between conceptual understanding and practical application in Catalan schools. The project's main objective is to strengthen teachers’ understanding, confidence, and ability to apply UDL in real classrooms. These are the project's specific aims:

• To identify the main facilitators and barriers that influence teachers’ ability to apply UDL in primary classrooms, particularly those linked to their training and professional preparation.

• To design and develop simulation-based materials that support teachers in engaging with UDL practices through interactive, classroom-based scenarios.

• To evaluate the impact of practice-based training on primary teachers’ affective and pedagogical competencies regarding understanding, mastering, and applying UDL principles in their teaching.

This research project is organised around four sequential phases that aim to design, implement, and evaluate an educational intervention aimed at strengthening teachers’ understanding, mastery, and application of UDL in Catalan primary schools. The overall study adopts a mixed-methods approach, progressing from quantitative exploration to qualitative interpretation and iterative refinement. The first phase consists of developing and validating a quantitative questionnaire designed to identify the main facilitators and barriers that influence UDL implementation in primary classrooms, particularly those related to teachers’ training and professional preparation. Once validated, the survey will be administered to a broad sample of teachers, and the resulting dataset will be statistically analysed following Cook and Cook’s (2014) procedures to determine priority areas of need and inform subsequent stages of the project. Drawing on these findings, the second phase focuses on designing and developing a training programme (simulation-based pedagogical materials) that enables teachers to engage with UDL principles through authentic practice scenarios. The training includes interaction with practice-based resources aiming at strengthening teachers’ confidence and practical competence by enabling them to explore and rehearse UDL application based on real-life situations. The materials will be piloted with selected teachers and school teams to test feasibility and relevance. The third phase involves evaluating the perceived impact, clarity, and usefulness of the simulation materials. To do so, a post-intervention questionnaire will be administered. Furthermore, the research team will conduct in-depth interviews with a sample of the teachers participating in the intervention, so we can gather their insights regarding whether and how the materials helped them overcome previous challenges in understanding, mastering, and applying UDL in their classrooms. All qualitative data will be inductively analysed through thematic analysis (Braun and Carke, 2006) to identify deeper meanings and shared understandings among participants’ narratives. Finally, the fourth phase is dedicated to refining the intervention resources, based on empirical evidence and teachers’ feedback. This final stage will lead to improved versions of the materials and generate practice-based recommendations for professional development and school-level support structures that facilitate sustained UDL implementation.

Expected Outcomes This project is expected to generate significant contributions to understanding and supporting the implementation of UDL in Catalan primary schools. First, the study will provide empirical evidence on the specific barriers and facilitators that teachers encounter when attempting to integrate UDL principles into their instructional practice. Beyond identifying the extent of teachers’ familiarity with the framework, these insights will enable us to understand which aspects of their training administration should focus on and how schools’ environment influences their capacity to implement UDL effectively. The development of innovative simulation-based materials that translate UDL theory into practice is also expected. These tools are designed to offer teachers structured, realistic opportunities to engage with UDL across different classroom scenarios, supporting the development of pedagogical judgement and confidence. We intend that these materials help teachers move from conceptual understanding toward practical mastery, reducing hesitation, uncertainty, and perceived complexity. The project aims to generate evidence of the usefulness, clarity, and impact of the training resources on teachers’ knowledge, perceptions, and instructional decisions through systematic evaluation. Based on self-reported experiences and qualitative analysis, we expect to see improvements in teachers’ confidence, self-efficacy, and willingness to use UDL strategies in their everyday practice. Finally, the iterative refinement process will result in stronger, evidence-informed professional development materials, accompanied by practical recommendations for schools, training institutions, and education policy stakeholders. In the long term, the project aims to contribute to a more inclusive educational culture, where teachers are supported not only with theory but with tools that make inclusion actionable, sustainable, and meaningful.

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