Universal design for learning as a perspective for inclusive educational action in the multicultural frame of the EHEA
Keywords:
Attention to diversity, cross-culturality, cultural diversity, higher education, intercultural competence, inter-culturality, third culture, trans-culturality, professional action competence, quality and efficiency in education, universal learningAbstract
Universal Design for Learning (UDL) offers an interesting perspective on attention to diversity (individual, but also cultural) towards Universal Learning (UL), with the final goal of achieving educational quality for all learners. In the frame of European university convergence towards the European Higher Education Area (EHEA), whose implementation means unifying educational criteria, approaches, methodologies, programmes, credit systems and degrees, as well as a fundamental change in general perspectives on education (from Knowledge-Focused Style to Learner-Focused Style) in the 47 participant countries, a positive appreciation as well as an adequate treatment of the individual, social and cultural diversity involved, are essential factors for quality. In terms of educational quality and effectiveness, from a systemic perspective on education, as the analysis of the results obtained in our quantitative doctoral research (considering a multi-variable model (input: professor, students with diverse cultural origins/profiles, as well as traditions/previous experiences of university education; context: multicultural learning environments in Higher Education, classroom´s climate and culture; process: teaching and learning techniques/strategies, teaching and learning styles, intercultural approach; and product: Intercultural Competence)) show in detail, statistically significant differences directly reflect cultural factors described in the various respondent student profiles (international exchange students at Universidad Pontificia Comillas, coming from 20 European countries, all of them participant members of the EHEA), as well as in their different traditional university models.References
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