Diseño universal para el aprendizaje como estrategia para potenciar habilidades investigativas en personas estudiantes del Posgrado en Educación con Énfasis en Pedagogía Universitaria

Abstract

This systematization presents the potential of Universal Design for Learning (UDL) as a strategy to strengthen the research skills of university faculty who are students in the Graduate Program in Education with an Emphasis on University Pedagogy at Universidad Nacional, Costa Rica. The experience is reconstructed from a qualitative approach to the systematization of experiences, articulating praxeology, action research, and the three principles of UDL: multiple means of engagement, representation, and action and expression. As part of the process, a questionnaire was administered to the student body, together with an analysis of the teaching design and students’ productions. The findings demonstrate the relevance of offering multiple options for access, participation, and expression in order to respond to the diversity of formative trajectories and to the transition from quantitative to qualitative paradigms. The integration of UDL with praxeology fosters contextualized, participatory, and reflective formative processes in higher education.