I. Introduction

Mayasari: Why Universal Design for Learning is Important

My interest in universal design is deeply personal and close to my heart. I believe inclusion can ensure that everyone has the same opportunity to participate and benefit from various aspects of life, such as education, work and social activities, regardless of their background, abilities, and unchangeable qualities.

In my home country, Indonesia, there is a legislative framework in place to provide inclusive education that ensures equal access and opportunities for all students to obtain their right to education. It is written in Article 31 paragraph 1 of the 1945 Constitution: Every citizen has the right to education. The implementation of inclusive education aims to create an inclusive Indonesian society.  But there are still many challenges, for example, the limited number of teaching staff who understand inclusive education. During my undergraduate years, I encountered a significant inspiration for my journey in this field. I met my husband, who is visually impaired. Despite his visual impairment, he had to compete with other students on what seemed like an uneven playing field. While he received support from friends and teachers, the education system on our campus at that time did not fully cater to his needs. This personal experience motivate me to contribute to accessibility and universal design, aiming to ensure that all learners have fair and equal access to education.

Currently, as I teach refugee teenagers from the Rohingya community at AUW, I encounter unique challenges. These students, part of the general studies program on campus, bring diverse backgrounds and experiences. Throughout the chapter, I will provide examples of teaching challenges that I face and ways that both UDL and AI tools can help address. I will also discuss limitations and problems that remain unsolved.

Nila: Education holds immense significance for individuals, yet in my hometown of Khurushul, Bangladesh, numerous students are deprived of educational opportunities. Access to AI tools in education is virtually nonexistent, presenting a considerable challenge. Reflecting on my own academic journey, the traditional education system prevalent during my school years offered no exposure to AI tools.
It wasn't until my undergraduate studies that I was introduced to the world of AI tools, discovering their potential, especially in the realm of education. This newfound knowledge became instrumental as I ventured into part-time teaching. The integration of AI tools significantly enhanced my teaching methodologies and overall effectiveness in the educational domain.

Then I realized, in today's rapidly changing education landscape, using technology is crucial to create learning environments that are inclusive and effective for everyone. One exciting development in this field is the use of Artificial Intelligence (AI) to support Universal Design for Learning (UDL). UDL focuses on creating learning experiences that cater to the diverse needs of all learners, recognizing that everyone learns differently and has their own strengths and challenges. 

As I became immersed in the world of AI tools during my undergraduate studies, I witnessed their transformative potential, particularly in the realm of education. This realization fueled my commitment to integrating these tools into my part-time teaching endeavors, resulting in a substantial improvement in my teaching methodologies and overall effectiveness.

In light of these experiences, I now recognize the pivotal role of technology, specifically AI, in shaping inclusive and effective learning environments. This exploration into the intersection of education, technology, and AI aims to unravel the multifaceted ways in which these advancements can bridge educational gaps and empower learners in diverse settings. By embracing the evolving landscape of education technology, we pave the way for a more accessible, adaptive, and equitable educational future.

Watch on YouTube

II. Understanding Unniversal Design for Learning (UDL)

A. What Is UDL?

Universal Design for Learning is a pedagogical approach that emphasizes flexibility and diversity in education. By implementing UDL educators can tailor their teaching methods to accommodate various learning styles, preferences, and abilities. Before we go more detail, universal design previously used for architecture field. “Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” by Ron Mace (The University of Arizona, 2023). Adopting Universal Design (UD) in architecture enables persons with disabilities to utilize buildings normally, without the need for adaptations. Disabilities related to physical, visual, hearing, sensory, attention, and communication to the list of learner diversity (Al-Azawei et al., 2016; Burgstahler, 2011). However, these restrictions shouldn't prevent individuals from having equal access to education from the standpoint of human rights. When universal design is accomplished, it spreads such that everyone benefits, even if they do not have the same impairment. Disability is a catalyst for invention; living with a disability compels you to think beyond the box. You are not affected by it. Whether our impairment is temporary or physical, cognitive, emotional, or both, we are all disabled. 

Universal design for Learning is a framework where all students regardless their background and ability can access the quality education. Universal Design for Learning (UDL) exists as a basic approach in learning that helps all children to be able to learn at a higher level. This learning approach can be used as an alternative in responding diversity in the classroom. Through strategic design decisions, instructors may effectively manage learner variability and lower barriers to participation and access in learning activities. This approach also allows for personalization of class experiences and increases student interest and engagement (Panke, n.d.). Universal Design for Learning is a theoretical framework related to teaching practice that departs from understanding the diversity of students in the classroom. Based on this understanding there is many choices of teaching and learning approaches that provide students the opportunity to receive information and ideas in the learning process. As it is important for a teacher to be able to identify differentiated teaching as an effort to help students in diverse classroom environments to expand opportunities students succeed in the classroom. Universal Design for Learning is a concepts or approaches used in designing related matters with learning such as learning methods, teaching materials, learning activities up to the learning evaluation procedures where all of these things are designed as an effort to help students with diverse characteristics and needs those in the class.

Universal Design for Learning emphasizes flexible and adaptive learning which aims to accommodate students' learning needs in the classroom. The application of Universal Design for Learning really supports the creation of pedagogy inclusive in educational units. Universal Design for Learning as a framework for thinking conceptual for implementing inclusive pedagogy to help accommodate diversity of students in the class. In implementing Universal Design for Learning encourages teachers to be able to provide various ways to make things happen involvement of all students in the class, providing various infrastructure represent the learning needs of students in the classroom and present various ways actions and expressions for all students in the class. Application Universal Design for Learning is important for all teachers to understand because it is related with how to provide learning services that are accommodating and creative an inclusive learning environment that is learning friendly so that it can help to can maximize the involvement of all students, including students with needs specifically in class and increase the success of participants' achievements and learning potential educate in class.

B. Principles of UDL 

There is no such thing as an average ability student, every student is distinct and distinctive (Boysen, 2021). Every kid has different learning demands and learning methods. I remember when I was high school student, every student expected to be in the same level and knowledgeable and this made me who has different needs in frustation. With UDL, I think it's more flexible rather than lecture based courses where I sort of hear information but end up forgetting it. The emergence of educational technology has opened up enormous possibilities. Not everyone can fit into one size. Instead, by customizing learning to engage each student, we may now develop solutions that are advantageous to everybody. It is feasible to create an integrated learning platform that all learners may use and access by applying inclusive design principles. It is now also possible to empower instructors to create learning content that is accessible and represented in a variety of forms that appeal to learners of various abilities. Technology, thus, enables universal design practices for learning.

The three basic principles of UDL, all of which are aimed at serving diversity, emphasize the use of multiple means of representation, expression, and engagement. The use of various ways of representing learning content provides students with various ways to obtain information and knowledge. Activating different modes of action and expression gives students alternative avenues for demonstrating what they know. Cultivating multiple avenues of engagement and collaboration helps in tapping into learner interests, offering appropriate challenges, and increasing motivation. UDL is about creating learning opportunities for everyone. UDL principles help schools improve and optimize learning for all students, while keeping learning goals in mind. Thus, the goal of UDL is to ensure equitable learning occurs, regardless of individual differences.

When people think of a teacher, most of them imagine someone who stands in front of a class and share knowledge to the students. However, careful preparation and planning to develop a curriculum that suits the needs of each student is often forgotten. The task of developing a curriculum that meets educational standards while remaining interesting and relevant can be a difficult challenge. This is where Universal Design for Learning (UDL) emerges with its important role, providing a number of benefits for both teachers and students. UDL promotes inclusive education by designing learning environments that meet the diverse needs of all learners. Here we will directly discuss and explore the principles of UDL, its application in E-learning, and its significance in creating an effective & efficient learning experience.

Universal Design for Learning (UDL) is an educational paradigm that helps us understand that we all learn in different ways and considers all learners' needs. UDL seeks to overcome difficulties in developing a curriculum that challenges and engages diverse learners. UDL aims to encourage proactive learning design and focuses on providing a variety of ways to motivate students (engagement), present concepts (representation), and enable students to demonstrate their learning (action and expression).

Multiple Means of Engagement:

Engagement is based on the “why” of learning. This is enhanced by increasing student choice and autonomy, as well as the relevance and authenticity of the learning experience. Students that are actively involved in their education often comprehend and learn more, remember knowledge better, enjoy the experience more, and recognize the value of what they have learned (Kennette & Wilson, 2019; Park, 2003). Interactive elements such as quizzes, discussion forums, and simulations are used to increase engagement. UDL also emphasizes connecting content to real-world scenarios to encourage active participation. By creating an engaging online environment, UDL supports student motivation and learning outcomes.

Multiple Means of Representation:

A syllabus that is uniformly created illustrates to students the inherent flexibility of course learning and performance (Kennette & Wilson, 2019). Representation is based on the “what” of learning. Delivering information to students that is done in a way that they can see, interact with, and understand. Students will learn more effectively and have a better comprehension of concepts when they have the option to personalize their learning through a range of visual and audio features.

Multiple Means of Expression:

Actions and expressions are based on the “how” of learning. Giving students more alternatives to choose from when demonstrating their knowledge is critical (Kennette & Wilson, 2019). Actions and expressions in UDL refer to the way students demonstrate their learning. UDL urges educators to give students a range of ways to communicate what they understand and participate in activities that play to their skills and interests. 

Effective lesson preparation that incorporates universal design for learning (UDL) helps teachers better address the unique requirements of each student (Courey et al., 2012). The many issues that teens who are refugees must deal with can be addressed within the context of UDL principles. Teachers may establish a more inclusive learning environment by including various methods of representation, engagement, and expression. Currently, I am teaching the young Rohingya refugees, and I face a variety of difficulties in the classroom. Due to the diverse of student needs and educational backgrounds, some student have experienced long gaps in formal education, a flexible teaching approach is required. As my student have different needs and ability so I implement different technique of teaching method. With the representation principle I provide not only the text, but image, audio and video to student who have different level of language proficiency. The main challenge is language barrier, as I am not able to understand their mother tounge there is significant barrier to effective communication and comprehension in the classroom, then I used image or video to let them know the meaning or translation of the words. One of the student, she struggles with English comprehension. As English is our third language, I used UDL principles by providing materials with visual aids. AI language learning apps also offer personalized lessons tailored to her proficiency level. Challenges that remind unsolves are ensuring that every student have equal access to technology and bridging the digital gap remain to be major challenges. And it is also take more time to address UDL principle with the help of AI tools with the limited time study in class is another limitation. 

C. Benefits of UDL in Education 

UDL is a crucial educational strategy because students' requirements and learning methods vary. It enhanced learner engagement, giving students a variety of opportunities to access, engage with, and communicate what they have learned, UDL can support students in maintaining their interest in what they are studying (Panke, n.d.). While some children are encouraged to read if they utilize props or act it out to encourage a visual representation of their concepts, there are other students who truly like reading. The students learn in many ways depending on their goals and objectives. Students can utilize an assortment of devices and electronic equipment. Some students do their homework only using a pen and paper. However, some students are required to access educational resources on their laptops or smartphones in order to promote learning. Naturally, a student's needs are independent of their talents and level of access. Students' individual situations vary. Certain students require intimate relationships and parental assistance. The students who live in dorms and be apart from their family, their varying desires determine their varying demands.​

By increasing accessibility for all learners, Universal Design for Learning (UDL) can assist in lowering learning barriers (Panke, n.d.). Reducing learning barriers in the classroom through the use of UDL is a potential approach (Al-Azawei et al., 2016). Learners benefit from increased motivation, engagement, and achievement when these strategies are used. Online learning is becoming more accessible, adaptive, and user-friendly, lowering barriers and frustration while promoting equity and diversity in learning communities. In contrast, teachers report higher quality learning because they can reach and help a broader spectrum of students. It also saves time and money, fostering an environment of innovation and creativity in design learning. The benefits of Universal Design for E-Learning extend beyond the virtual classroom, providing benefits for both students and teachers.

Giving all students the chance to achieve, regardless of their background or abilities, UDL can contribute to more equity in education (Panke, n.d.). All students should have access to the tools and assistance they require for success in order for there to be equity in education. In order to ensure that educational opportunities are not influenced by a student's background, learning style, or ability, educators want to level the playing field by using UDL. By offering alternatives and flexibility to meet the various requirements of students, Universal Design for Learning (UDL) helps create a more equitable educational system.

As a teacher who teach the the refugee, I am aware my student who has experienced trauma, may struggle with focus and engagement. I am learning and trying to enhance more on student engagement and giving opportunities to access for equal education. So, I asked AI chatbot to provide me the information about teaching strategy and teaching material. Recently, I found Ludia chatbot that support the implementation of UDL and it help me to get teaching ideas for my student.

D. UDL and Inclusivity

By integrating Universal Design Learning (UDL) into a learning design, it can be ensured that students with special needs/disabilities can be served well and have the opportunity to succeed. Providing the best learning so that students can develop. Universal learning design in inclusive education truly answers teachers' challenges in dealing with student diversity. In situations like this it will be a positive stimulus for teachers in developing learning plans. Of course, by accommodating the diversity of students in the class.

In the realm of inclusive education, teachers will indeed deal directly with various kinds of student characteristics. Both in terms of potential, challenges and needs. So, in a situation like this it will be a positive stimulus for teachers to continue developing learning plans. Of course, this can accommodate the diversity of students in the class. For this reason, a very appropriate approach is needed to accommodate diversity in learning. Namely by implementing Universal design for Learning in inclusive education. As is known, UDL is a learning framework for students with diverse learning needs and can maximize student engagement. Apart from that, UDL can be used as an appropriate framework for teachers in preparing learning plans that are much more effective, especially in schools providing inclusive education.

Universal learning is the same as educational services that can provide access and opportunities for all students. There are many different characteristics to getting the same rights. Starting from physical, socio-cultural and economic limitations which should no longer be an obstacle in obtaining quality learning. As a teacher, we must consider many supporting aspects to maximize learning. In terms of media, methods, sources, learning facilities and infrastructure must be in accordance with the needs of each student. This aims to accommodate each student's interest in learning.

UDL in inclusive education is a learning framework solution that can increase more meaningful access. And can reduce obstacles for students in meeting their learning needs, including students with disabilities. The implementation of UDL is very meaningful, flexible and really pays attention to student diversity. For further my teaching experience, I did an interview with Anggi Eka Pratiwi, a PhD student in Computer Science and Engineering at Indian Institute of Technology (IIT) Jodhpur, India. She gave her opinion about implementing UDL with the AI technology base on her experience in technology and personalized learning.

III. AI Tools and Prompts for Implementing UDL

A. Personalized Learning Paths:  

The personalized learning path, powered by Chatwise, has been a lifeline for me as a student struggling with certain concepts. The system, much like having a personal tutor, identifies my weaknesses and utilizes Chatwise to provide extra resources, targeted practice exercises, and detailed feedback.

Chatwise's conversational interface adds a unique dimension to my learning experience. Instead of traditional methods, I engage in chat-based conversations to clarify doubts and explore concepts further. The interactive nature of Chatwise makes the learning process more dynamic and engaging. Through Chatwise, I've found a convenient platform to discuss challenging topics in real-time. Whether seeking clarification on a complex equation or diving into a deeper understanding of a historical event, the chat-based interactions feel natural and tailored to my learning style.

The platform's adaptability is impressive. Chatwise not only understands my unique needs but also adjusts its conversational approach based on my preferences. It's like having a knowledgeable study companion available 24/7, ready to chat and assist whenever I need support.The flexibility to learn at my own pace, combined with Chatwise's intuitive interface, ensures that I build a solid foundation before moving on to new topics. The chat-based learning environment has not only improved my understanding but has also fostered a sense of confidence in my academic journey.

In essence, Chatwise has transformed my personalized learning path into a dynamic and rewarding conversation. It's a tool that goes beyond conventional learning methods, providing me with a personalized, interactive, and efficient approach to mastering challenging concepts. Also the article says the innovative methodological proposals are integrated, leveraging technology-enriched learning environments to develop skills such as personal information management and competencies related to autonomy, self-regulation, communication, and collaborative work. The research incorporates diverse data collection techniques to ensure that the obtained results are effectively employed to assess, inform, and enhance practices related to personalized learning pathways, not only within the specific context of the study but also in similar training environments. DBR, as employed in this study, involves collaborative efforts between researchers and professionals. It begins with a thorough assessment of the educational context and the identification of a specific problem, aiming to propose practical improvements. In this case, the intervention focused on testing didactic sequences in undergraduate subjects to facilitate personalized pathway construction, with university professors as the involved professionals. (Salinas & De-Benito, n.d.)

B. Adaptive Assessment and Feedback 

The significance of incorporating Artificial Intelligence (AI) and Learning Analytics (LA) techniques in Higher Education Institutions (HEIs) to enhance the professional development of teachers. It emphasizes the need for explanations in the assessment process, promoting a data-driven approach for both students and instructors. The overview on assessment and its types highlights the crucial role of assessment and feedback in the educational process, exploring various aspects such as summative and formative assessments, as well as peer and self-assessment. Despite existing research, the text points out a lack of detailed guidance on designing assessment practices and making reliable judgments. It advocates for a mixed-method approach to offer insights into quality assessment in HEIs, aiming to provide effective strategies for an inclusive assessment environment that benefits all stakeholders in higher education. (Hooda et al., 2022)

Using the Cognii app has been a valuable experience both in my personal writing endeavors and in teaching students from Myanmar. This AI-powered tool, focused on assessing and providing feedback on written essays, has proven to be an effective companion in the learning and teaching processes. In my own writing, Cognii has become a reliable assistant for refining my essays. The app's natural language processing capabilities offer instant feedback on the clarity, coherence, and structure of my writing. This real-time evaluation has significantly improved the quality of my essays, guiding me in areas where I may need to enhance my expression or provide more detailed explanations.

When teaching students from Myanmar, integrating Cognii into the essay-writing process has been a game-changer. The app's ability to analyze and provide constructive feedback on their compositions has offered a personalized touch to the learning experience. It goes beyond simple corrections, focusing on guiding students to improve their writing skills, fostering a sense of autonomy and self-regulation in their learning journey.

The students have found the tool to be particularly helpful in clarifying their thoughts and refining their language use. The instant feedback loop encourages them to iterate on their writing, building essential skills related to communication and self-expression.

Additionally, Cognii's adaptability to different writing styles and language nuances has made it an effective tool for students from Myanmar. It respects the unique cultural and linguistic aspects of their writing, providing feedback that is not only accurate but also culturally sensitive.

The Cognii app has become an indispensable tool, both for my personal writing improvements and for fostering a more effective and personalized essay-writing experience for the students I teach from Myanmar. Its ability to provide instant, relevant, and constructive feedback has significantly contributed to the development of writing skills and has enhanced the overall learning journey.

C. Content Customization and Differentiation: 

D. Speech Recognition and Text-to-Speech Technology: 

Transformer TTS is an advanced tool designed to transform written words into spoken language intelligently. It distinguishes itself from older models like Tacotron by utilizing a sophisticated multi-head attention mechanism instead of other intricate processes. Envision it as having two primary components: one that comprehends the written words and another that translates them into speech. The written words undergo a specialized process, acquiring additional information along the way and passing through blocks for analysis. Subsequently, the second component predicts the sound of the next part of the speech by considering what was said before.The model also incorporates prosody code conditioning, contributing to the control of the tone and rhythm of the speech for different speakers. This feature enhances the naturalness of the computer-generated speech, resembling authentic human conversation.What's noteworthy about Transformer TTS is its remarkable efficiency during the learning process. It avoids complex components present in older models and excels at understanding the harmonious interplay of words. Therefore, when a computer speaks in a natural and articulate manner, it could very well be utilizing Transformer TTS. For those seeking a more in-depth understanding, the original paper on the subject provides detailed information. (Zhang et al., 2020) 

Transformer TTS is a game-changer in text-to-speech synthesis. Its use of a sophisticated multi-head attention mechanism sets it apart from older models, ensuring efficiency and naturalness in generating computerized speech. The incorporation of prosody code conditioning adds a human-like touch to the tone and rhythm. In essence, Transformer TTS is not just a tool; it's a significant step forward in making synthetic speech sound remarkably human.

E. Virtual Assistants and Chatbots: 

IV. Challenges and Consideration

A. Ethical Concerns and Data Privacy 

Picture show ethical consideration and data privacy of using AI tools, create by Bing Image Creator.

Although AI presents the possibility of more educational customisation, there is also a concern that learning may become less social. We can gain a lot of insight from earlier implementations of new technology in the classroom to increase the possibility that AI will support students' growth and acquisition of profound information (Reiss, 2021). Prioritizing the ethical utilization of student data and privacy is imperative in the implementation of any framework, such as UDL. 

• Ensure that families and children are aware of the ways in which data may be gathered and utilized to enhance education. Get consent using an opt-in wherever feasible.
• Gather just the engagement and performance data from students that directly informs the necessary adjustments. Avert profiling that isn't educational.
• When schooling justifies it, remove student names and identifiers from student data. When aggregating data, use codes instead of names.
• Make sure that all digital student data especially that which is individually identifiable is sent and kept securely in accordance with your institution's security guidelines. Occasionally check who has access.
• Give students a say in how their data informs modifications when it makes sense to do so. Instead of viewing it as an assessment, they ought to see it as enhancing their achievement.

B. Digital Accessibility and AI

Ensuring that digital tools, online content, and AI systems are accessible to all learners may be facilitated by implementing Universal Design for Learning principles. Formats that are accessible: Ensure that any digital content has characteristics that allow users with a range of skills to use it, such as captions, alternate text, font and color adjustments, etc. Use various methods of interaction Give students the opportunity to engage digitally in ways that suit their interests through games, films, interactive forums. And sa AI is used to augment education more and more, make sure it can change over time in response to feedback and the unique profiles of each student. Keep an eye out for any skewed results. Use strict security and monitoring, and only gather the minimal amount of student data required. Get permission before using AI techniques to collect data or profile someone. Ensuring digital tools and AI systems are accessible to all learners through Universal Design for Learning is a positive step. Incorporating features like captions and interactive methods caters to diverse learning styles. As AI in education grows, adaptability and vigilance against bias are crucial. Strict security, minimal data collection, and obtaining consent for AI use uphold ethical standards. This approach fosters an inclusive and secure learning environment, respecting individual needs and privacy.

C. Equity and Access to AI Tools 

Equality and access to educational resources, such as artificial intelligence (AI) technology, are critical factors to take into account when putting Universal Design for Learning into practice. Students may find it difficult to fully interact with course content and exhibit their understanding if they do not have access to the necessary technology. Not every kid has access to the internet at home or is familiar with all of the resources. Before basing lessons on a particular technology, take into account whether all students have fair access to the technologies that are required. Investigate free or inexpensive alternatives when there are gaps, such as providing school supplies of gadgets. Ensure that any necessary familiarization or training with AI technology is broadly developed and accommodates a range of learner profiles. Provide alternatives for using or not using technology to accomplish specific activities. Remove obstacles that may hinder participation, such as poor connectivity or unavailability of devices. 

V. Conclusion

The traditional 'one-size-fits-all' method of instruction is inadequate in today's classroom to meet the various needs of students. There is one approach can be used as alternatives to get around this restriction. The learning styles which concerned with adapting instructional content to the unique preferences of each student. The Universal Design for Learning (UDL) approach, emphasizes the creation of adaptable and flexible learning environments that don't require retrofitting or modification. To better fulfill the diverse needs of learners in contemporary educational situations, this framework essentially propose strategies involves customizing information to individual preferences. 

The integration of AI tools and innovative methodologies in education brings forth transformative benefits across various aspects. Personalized learning paths, exemplified by Chatwise, offer a dynamic and engaging approach, akin to having a personalized tutor. Adaptive assessment tools like Cognii enhance writing skills, providing real-time feedback for both personal writing endeavors and student learning. Content customization and differentiation, facilitated by tools like Canvas, empower educators to tailor material to individual needs, creating a collaborative and up-to-date learning environment. The advanced technology of Transformer TTS revolutionizes text-to-speech synthesis, providing remarkably human-like computer-generated speech.

In the recruitment realm, the prevalence of virtual assistants and chatbots, as highlighted by Khan (2020), streamlines the hiring process, making it more efficient and user-friendly. These smart technologies not only benefit recruiters but also enhance the overall experience for job seekers.

Collectively, these AI tools contribute to a more personalized, inclusive, and efficient learning and working environment, reflecting the continuous evolution of technology in shaping the future of education and professional development.

Glossary Terms:

Universal Design for Learning (UDL): teaching method that prioritizes diversity and flexibility in the classroom to meet the needs of students with different learning styles, interests, and abilities.

Inclusive Education: an educational strategy that ensures equal access to educational opportunities and services for all students, regardless of their background or ability.

Multiple Means of Representation: a UDL principle that emphasizes using a variety of presentation techniques to accommodate different learning styles in the material being presented.

Multiple Means of Engagement: a UDL principle that emphasizes offering a variety of methods to involve students in learning experiences while acknowledging that different methods will motivate different students.

Multiple Means of Expression: a UDL principle that encourage teachers to provide students a variety of ways to show what they learn and can comprehend.

Equity in Education: the idea is to provide all students, regardless of their background, skills, or characteristics, fair and equal access to educational resources, opportunities, and support.

Data Privacy and Security: concerns about sensitive and personal data privacy in the context of data-driven learning and educational technologies.

Personalized Learning: a method of teaching that, with the use of technology, customizes lessons to each student's requirements, interests, and speed.

References 

Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2016). Universal Design for Learning (UDL): A Content Analysis of Peer-Reviewed Journal Papers from 2012 to 2015. Journal of the Scholarship of Teaching and Learning, 16(3), 39-56. https://doi.org/10.14434/josotl.v16i3.19295

The University of Arizona. (2023). University Information Security and Privacy. Disability Resource Center. Retrieved from https://drc.arizona.edu/ud#:~:text=Universal%20Design%20is%20the%20design,important%20in%20the%20learning%20environment.

Reiss, M.J. (2021). The use of AI in education: Practicalities and ethical considerations. London Review of Education, 19(1), 1–14. https://doi.org/10.14324/LRE.19.1.05

Panke, S. (n.d.). Universal Design for Learning. Canvas. https://canvas.instructure.com/courses/8027272

Panke, S. (n.d.). Universal Design for Learning. Canvas. https://canvas.instructure.com/courses/8027272/pages/udl-guidelines?module_item_id=96279031

Quiz