From Training to Classroom Practice: A Multiple-Case Study of Universal Design for Learning Implementation in Indonesian Universities

Project Overview and Purpose The primary purpose of this research is to evaluate the extent to which university lecturers translate knowledge gained from formal training into actual classroom practices using the Universal Design for Learning (UDL) framework. This investigation is prompted by a critical gap in the Indonesian higher education system: while the enrollment of students with disabilities increased to 21.03% in 2023, their graduation rate simultaneously declined to 4.7%. This discrepancy suggests that traditional, "one-size-fits-all" instructional approaches are failing to accommodate diverse learning needs. Consequently, this study seeks to answer whether teaching activities follow UDL principles and identify the specific enablers and barriers affecting its application in the Indonesian context.
Methodological Framework The study employs a qualitative exploratory multiple-case study design situated within an interpretivist paradigm. The participants consist of 14 lecturers from various disciplines (Social Sciences, Humanities, and STEM) across multiple Indonesian universities. Data collection is divided into two phases:
• Classroom Observations: Using an adapted Indonesian version of the UDL Observation Measurement Tool (UDL-OMT), researchers observed sessions lasting 55 to 90 minutes to capture observable applications of UDL principles.
• Semi-Structured Interviews: 45 to 60-minute interviews were conducted to elicit reflections on institutional support, individual motivation, and perceived barriers.
Expected Outcomes and Findings Based on the analysis, the research provides several key insights into the current state of inclusive education:
• Implementation Level: Most lecturers are classified within the "Emergent" category (mean scores 1.63–1.74), meaning they have begun applying UDL strategies systematically but remain reliant on teacher-led approaches.
• Dimensional Strengths: The Representation domain emerged as the area of highest proficiency, while Action and Expression was identified as the primary area requiring further professional development.
• Enablers and Barriers: Successful implementation is driven by internal readiness (self-efficacy, motivation) and institutional scaffolding. Conversely, implementation is hindered by technical constraints, large class sizes, and a misalignment between formal university policies and practical classroom realities.
Scientific Significance This research advances the field by providing a scientific justification for UDL as a proactive design to minimize learning barriers. It highlights that sustainable inclusive education in Indonesia depends on a dynamic interaction between a lecturer's individual agency and the broader university support systems.