Vol. 13 No. 82 (2024)
Articles

Universal design principles for emergency remote teaching: educators’ perspective in higher education

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  • Olha Pavlenko,
  • Sophiya Nikolaeva,
  • Anastasiia Syzenko,
  • Yana Diachkova
Olha Pavlenko
National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, Ukraine.
Author Biography

Associate professor, Faculty of Linguistics, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, Ukraine.

Sophiya Nikolaeva
Kyiv National Linguistic University, Kyiv, Ukraine, Ukraine.
Author Biography

Full professor, Faculty of Educational Technologies in Philology, Kyiv National Linguistic University, Kyiv, Ukraine, Ukraine.                                       

Anastasiia Syzenko
Taras Shevchenko National University of Kyiv, Ukraine.
Author Biography

Associate professor, Faculty of Economics, Taras Shevchenko National University of Kyiv, Ukraine.

Yana Diachkova
Taras Shevchenko National University of Kyiv, Ukraine.
Author Biography

Associate professor, Faculty of Economics, Taras Shevchenko National University of Kyiv, Ukraine.

DOI: https://doi.org/10.34069/AI/2024.82.10.13

Published 2024-10-30

Keywords

  • emergency remote teaching, higher education, teaching and learning in crisis, universal design, universal design for learning.

How to Cite

Pavlenko, O., Nikolaeva, S., Syzenko, A., & Diachkova, Y. (2024). Universal design principles for emergency remote teaching: educators’ perspective in higher education. Amazonia Investiga, 13(82), 164–176. https://doi.org/10.34069/AI/2024.82.10.13

Copyright (c) 2024 Olha Pavlenko, Sophiya Nikolaeva, Anastasiia Syzenko, Yana Diachkova

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

The COVID-19 pandemic and the war in Ukraine have forced a shift towards emergency remote teaching (ERT), highlighting the need for inclusive and accessible learning environments. This study explores the application of Universal Design for Learning (UDL) principles in ERT, focusing on educators' perspectives in higher education institutions. A mixed-methods approach was used, involving 129 educators from two major Ukrainian universities. Quantitative data from a 5-point Likert scale questionnaire and qualitative data from open-ended responses were analyzed. Findings indicate a positive perception of UDL principles among educators, particularly in promoting student motivation, engagement, and autonomy. However, challenges remain in providing multiple means of representation and ensuring equitable access to technology. This study provides valuable insights into the potential of UDL to enhance ERT quality, emphasizing the need for ongoing faculty development and support.

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