Universal Design for Learning in STEM: Evidence from a Systematic Review and Directions for Inclusive Practices

Abstract

Universal Design for Learning (UDL) is increasingly recognized as a critical framework for promoting equity and accessibility in Science, Technology, Engineering, and Mathematics (STEM) education. In this review, we synthesize research published between 2002 and 2025 on UDL in STEM education, with attention to technology-enhanced learning environments. Searches were conducted in Scopus, Web of Science, Education Resources Information Center (ERIC), and IEEE Xplore. After title/abstract screening and full-text assessment, 13 studies were included: 11 empirical studies and 2 theoretical/conceptual papers. Across the empirical studies, the findings suggest promising but heterogeneous evidence that UDL-informed STEM practices may support access, engagement, self-regulation, persistence, and inclusive participation, while evidence for standardized achievement gains remains more mixed. The synthesis also highlights recurring design considerations, including multimodal representation, flexible participation, scaffolded learning, and social–emotional support. We conclude that UDL offers practical guidance for inclusive STEM education, particularly when learning environments are designed to support cognitive access, emotional engagement, collaboration, and diverse learner needs.