Not Just DEI: Why UDL is the Key to Real Inclusion
By Delon Chai

DEI & UDL
In recent years, the conversation around Diversity, Equity and Inclusion (DEI) has gained increasing significance across various sectors, particularly in education. Curtin University’s 2030 Strategic Plan recognises that making a difference in communities is reliant on the foundations of diversity, equity and belonging that embraces all individuals regardless of their background, cultures, races, life experiences and beliefs.
As institutions strive to create more inclusive learning environments, Universal Design for Learning (UDL) has emerged as a key framework that aligns with DEI principles. UDL is a transformative framework that builds upon and extends beyond the principles of DEI. This article explores why UDL is the next significant step beyond DEI initiatives by examining its alignment with DEI principles, its proactive approach to inclusivity and how it can potentially address systemic barriers in education.
UDL and DEI – Where They Align and How they Differ
UDL is deeply rooted in the principles of DEI which emphasises the creation of learning environments that are accessible to all students regardless of their background or learning styles. This alignment is evident in UDL’s core principles that include providing students with multiple means of engagement, representation and expression. But if both UDL and DEI focus on equity and accessibility, what then is the difference between the two?
The key difference is that the former seeks to remove barriers to learning by proactively designing environments that cater to diverse learner needs, whereas the latter retrofits existing environments to accommodate specific groups.
Proactive is Key to Inclusivity
One of the key reasons UDL is considered as next step beyond DEI initiatives is its proactive approach to inclusivity. Unlike traditional approaches that often rely on retrofitting or reactive measures to address learners’ diverse needs, UDL emphasises the design of learning environments that are inclusive from the outset.
This proactive approach is particularly significant in addressing the needs of students with disabilities, who often face systemic barriers in education. For example, instead of requiring students with visual impairments to request special amenities, a UDL approach ensures that all course materials are designed with accessibility in mind from the start, such as providing screen-reader friendly documents and audio descriptions. Through accessible and flexible learning environments, UDL ensures students are not marginalised or excluded from participating fully in the learning process.
Addressing Systemic Barriers
UDL encourages educators to move away from a ‘one-size-fits-all’ approach and instead, adopt a more flexible and adaptive approach that recognises and values the diversity of learners. This shift is particularly important in addressing the historically marginalised groups in education.
By designing learning environments that are inclusive and equitable, UDL helps to dismantle the systemic barriers that have traditionally prevented marginalised groups from achieving their full potential. Furthermore, its focus on accessibility and usability ensures all learners have equal access to learning materials. This includes the use of accessible texts, multimodal resources and technology tools essential for creating inclusive learning environments.
Empowering Learners
The final critical aspect of UDL is its emphasis on empowering learners. By providing multiple means of engagement, representation and expression, UDL enables learners to take ownership of their learning and to express their knowledge in ways meaningful to them. Through providing learners with the tools and resources they need to succeed, UDL helps to build learners’ confidence and self-efficacy essential for achieving academic success and personal growth.
Moreover, its focus on learner empowerment extends beyond the classroom. By fostering a culture of inclusivity and respect, UDL helps to create learning environments where all learners feel valued and supported.
UDL isn’t just another buzzword. It is the next big step in making education truly inclusive. While DEI focuses on creating environments that value and respect individual differences, UDL provides a structured approach to designing learning environments that are inherently inclusive.
The real question now is, how easily can this be implemented? While it requires a shift in mindset and significant effort from educators and institutions, the long-term benefits are equitable success and empowered learners. The future of inclusive education isn’t just about accommodating differences; it’s about designing for them from the very beginning. Are we ready to take that leap?
Delon Chai is the Associate Director of Learning and Teaching at Curtin Malaysia’s School of Pre-U and Continuing Education (SPACE). He holds a Master’s in Business Administration specialising in Finance and is currently pursuing a doctorate in Business Administration. A Fellow of the Advance Higher Education Academy (Advance HE) and Associate Fellow of the Higher Education Research and Development Society of Australasia (HERDSA), Delon has received numerous accolades for his teaching excellence, including the Curtin Excellence and Innovation in Teaching (CEIT) Award for the Global category. His research focuses on diversity, equity, and inclusive practices in higher education, particularly for underprivileged learners. He can be reached at delon.chai@curtin.edu.my.