Jul 2026· Jurnal Penelitian Pendidikan IPA· Vol 12, pp. 64-70· 0 citations· 37 references
Abstract
Implementing inclusive education in science classrooms requires instructional transformations that can accommodate diverse learning modalities. This study aims to analyze trends, challenges, and instructional innovations in inclusive science education, focusing on the Universal Design for Learning (UDL) framework and adaptive media for students with special needs. The methodology employed is a Systematic Literature Review (SLR) guided by the PRISMA protocol. A total of 15 peer-reviewed articles published between 2018 and 2026 indexed in Sinta and Scopus were analyzed. The thematic synthesis indicates that the integration of UDL and adaptive digital media—such as interactive e-modules, virtual laboratories, and 3D manipulative models—significantly reduces cognitive load and enhances students' conceptual understanding and science process skills. The analysis reveals that UDL combined with local context-based learning achieves the highest instructional efficacy (40%). However, disparities in teachers' pedagogical competencies and inaccessible physical laboratory infrastructures remain critical challenges. This study recommends continuous collaborative professional development between science teachers and special education professionals to foster an accessible science learning ecosystem
The science learning process in elementary schools still experiences various obstacles in presenting abstract material for students at the concrete operational stage. This study aims to examine trends, effectiveness, and various factors that support and hinder the use of Canva in science learning in elementary school. The research method used is Systematic Literature Review (SLR) with reference to the PRISMA guidelines, through an analysis of 10 relevant articles published in 2021–2025 and obtained from the Google Scholar database. The results of the analysis showed that Canva made a positive impact by helping to visualize materials for easier understanding, increasing students' active participation and critical thinking skills, and supporting increased motivation and learning outcomes (outcomes). The results show that Canva has the potential to be used as an innovative learning media alternative to support more interactive and contextual science learning. Therefore, Canva has the potential to be used more widely in elementary school learning. However, it is necessary to increase digital literacy as well as support for facilities and infrastructure so that its use can run optimally.
Ayu Meita Sari Solehah, Rohmani Rohmani· Berkala Ilmiah Pendidikan· 0 citations
Universal Design for Learning (UDL) constitutes a theoretical-practical framework that aims to anticipate learner diversity in curriculum planning, eliminating barriers to participation and learning. This article aims to analyze the potential and challenges of UDL as a foundation for building accessible and inclusive school environments, investigating its role as an integrating axis between accessibility and inclusive education. This is a systematic literature review, carried out in the SciELO, ERIC, Scopus, Web of Science and Periódicos CAPES databases, with a time frame from 2017 to 2025. Forty-two articles were selected and submitted to thematic content analysis and lexical analysis using IRAMUTEQ and WordArt software. The results revealed three thematic axes: UDL foundations and principles; implementation and pedagogical practices; and teacher education. The similarity analysis highlighted the centrality of teacher education as a link between UDL and its effective implementation. The findings indicate that UDL offers significant contributions to pedagogical accessibility and the consolidation of inclusive school cultures, although its implementation faces structural, cultural and educational challenges. Gaps were identified, such as the predominance of small-scale qualitative studies, geographical concentration of research and fragmented approach to UDL principles, signaling the need for longitudinal and comparative investigations that deepen the understanding of the implementation processes of this approach in different educational contexts.
Maria Elizângela Azevedo de Castro, Cleidinei Santos Everton Cruz, Maria Nayara Rodrigues Cunha et al.· Revista de Estudos Interdisc...· 0 citations
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.
F. Egara, Moeketsi Mosia, M. Moleko et al.· Journal of Curriculum and Te...· 0 citations
Innovative digital learning media has emerged as a promising strategy to address persistent low engagement and learning outcomes in elementary Science and Social Studies (IPAS) instruction. However, empirical findings remain fragmented and methodologically inconsistent across studies. This study employed a Systematic Literature Review (SLR) guided by the PRISMA framework. Articles were retrieved from Google Scholar, Garuda, and DOAJ using structured keyword combinations. From 58 initial records, 20 articles published between 2020–2026 met the inclusion criteria and were analyzed through thematic and comparative synthesis. Five categories of digital media were identified: digital flipbooks, Canva-based media, Smart Apps Creator, Google Sites, and HOTS-integrated multimedia. Ninety percent of included studies reported significant improvements in IPAS learning outcomes. Studies with higher interactivity also produced gains in students' creativity, indicating an affective–cognitive crossover effect. Digital media effectiveness is moderated by interactivity quality and pedagogical design rather than technological sophistication alone. Future research should employ multi-site experimental designs with longitudinal assessments to strengthen generalizability.
I. Kasuma, Ni Nyoman Lisna Handayani, Komang Surya Adnyana· Journal of Innovation and Re...· 0 citations
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.
Chrysovalantis Kefalis, C. Skordoulis, Chara Papoutsi et al.· Computers· 0 citations
Inclusive education aims to ensure equal learning opportunities for all students, including those with disabilities, by promoting participation, accessibility, and fairness in educational processes. Within this framework, inclusive assessment serves as a key mechanism for understanding students’ learning needs, guiding instructional decisions, and supporting academic progress through flexible and individualized approaches.
This paper presents a systematic literature review of international and Albanian studies on inclusive assessment practices published between 2010 and 2025. Following the PRISMA guidelines, peer-reviewed articles were identified and analyzed using databases such as Scopus, ERIC, and Google Scholar. The review explores contemporary assessment approaches, including formative, dynamic, and individualized assessment models, with particular attention to frameworks such as Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS).
The findings reveal that while inclusive assessment practices are increasingly integrated into educational systems internationally, their implementation in the Albanian context remains limited. Key challenges include insufficient teacher preparation, predominant use of traditional assessment methods, lack of appropriate resources and assessment tools, and inconsistencies in the application of inclusive education policies. As a result, a noticeable gap persists between internationally recognized best practices and everyday assessment realities in Albanian schools.
The study emphasizes the need for the development of a coherent national framework for inclusive assessment, targeted professional development for teachers, culturally responsive assessment tools, and greater involvement of parents and students in the assessment process. The paper concludes by offering recommendations aimed at strengthening inclusive assessment practices and supporting more equitable educational outcomes for students with disabilities in Albania.
Iris Manci· Proceedings of the Internati...· 0 citations
