Abstract

• The Universal Design for Learning (UDL) framework is instrumental in supporting principles of student diversity within inclusive educational settings. This study carried out a systematic review of the literature, guided by specific research questions, with the aim of analyzing the content of seven international studies that adopted the UDL framework. The articles were selected from various databases and journals based on four key criteria: peer-reviewed publications, the provision of empirical results, a focus on the UDL as a primary framework, and publication dates between 2017 and 2023. Thematic analysis was employed to examine the data. The analysis revealed three central themes: UDL as an effective instructional strategy that addresses the diverse needs of all students, UDL’s impact on promoting student achievement in learning, and challenges related to UDL implementation which hindered the effective implementation of the UDL. Implications for future research and recommendations for overcoming these barriers are also discussed. Findings indicated that UDL not only fosters academic success but also enhances student motivation and participation, particularly among those with special educational needs. However, teachers encounter key challenges, including rigid curricula, limited time, insufficient training, and inadequate access to technology. In the context of Myanmar, the adoption of UDL presents significant potential to create more inclusive classrooms.