Integrating Universal Design for Learning, Challenge-Based Learning, and Generative AI in Teacher Education: A Participatory Action Research Study

Abstract

Teacher education incorporates generative artificial intelligence (GenAI) without developed inclusive pedagogical frameworks. This study contextually evaluates the Integrated Inclusive AI Challenge Model (MIIA-R). A concurrent mixed-methods design based on Participatory Action Research comprised three phases in a postgraduate programme and examined participation, engagement, and pedagogical creativity in designing inclusive GenAI-mediated proposals. The sample included 83 students, 80 proposals, and 178 learning artefacts. An independent rater blinded to the hypotheses re-evaluated a stratified subsample (ICC = 0.84; weighted κ = 0.74–0.78). Although the overall rubric score exceeded the functional threshold (M = 3.29), this reflected proposal feasibility (M = 4.18) and curricular coherence (M = 3.62), while UDL integration (M = 2.88) and pedagogical use of GenAI (M = 2.39) remained below it; therefore, Hypothesis 1 received partial and limited support. Pedagogical creativity followed a non-linear trajectory and correlated with GenAI tool diversity in the final phase (ρ = 0.527, p < 0.001). Profile differences were significant, H(3) = 18.34, p < 0.001, ε2 = 0.37; Dunn tests showed that multimodal integrated use differed from generative-only and no or minimal use, but not from guided instrumental use. The MIIA-R supported feasible proposals but not consistently deep inclusive, AI-mediated pedagogical integration.