Advancing Inclusive Mathematics Teacher Education: A Systematic Review of Universal Design for Learning Integration

Abstract

Global curriculum reforms increasingly prioritise inclusive teacher preparation, positioning Universal Design for Learning (UDL) as a key framework for advancing equitable mathematics education. This systematic review explores how UDL is integrated into mathematics teacher education globally, assesses the effectiveness of UDL strategies in preparing teachers for inclusive practice, and identifies the key enablers and barriers to implementation. Guided by the PRISMA 2020 framework, a comprehensive literature search was conducted across five major databases and Google Scholar, covering peer-reviewed empirical studies published between 2015 and 2024. Fifteen studies met the inclusion criteria, encompassing diverse geographical regions and methodological designs. Data were extracted systematically and analysed using a narrative thematic synthesis approach. The findings reveal that while UDL is increasingly recognised for its potential to foster inclusive mathematics instruction, its integration into teacher education remains uneven. Key benefits include improved student engagement, conceptual understanding, and accessibility, yet challenges such as resistance to pedagogical change, limited teacher training, and inadequate institutional support persist. Quality appraisal using the Mixed Methods Appraisal Tool (MMAT) confirmed the methodological robustness of most studies. This review underscores the transformative potential of UDL in mathematics education and calls for comprehensive curriculum reforms, sustained professional development, and policy alignment to support its effective adoption in teacher preparation programmes.