Fostering belonging and engagement in inclusive chemistry classrooms: teachers’ experiences through a universal design for learning framework

Abstract

Engagement and a sense of belonging are essential to inclusive education, particularly for students with education needs and disabilities (SEND) in chemistry classrooms. This study investigates how secondary school chemistry teachers in Indonesia apply the Multiple Means of Engagement (MME) principle of the Universal Design for Learning (UDL) framework to enhance participation and inclusion for students with SEND. Employing a descriptive qualitative approach, data were gathered through in-depth interviews with 11 experienced chemistry teachers and were analyzed thematically. The findings reveal that teachers adopted strategies such as offering task choices, integrating culturally relevant contexts, providing affirming feedback, and encouraging self-reflection. These practices were perceived to strengthen students’ motivation, participation, and sense of belonging. Nonetheless, implementation was uneven, constrained by limited conceptual understanding and institutional barriers. The study concludes that UDL-informed engagement strategies have the potential to foster both cognitive and affective inclusion and highlights the importance of professional development that bridges global pedagogical theory with local classroom realities.