Curriculum insertion based on DUA principles for students in the Education Program

Abstract

Teacher education faces the critical challenge of preparing competent educators to address students’ neurological and cognitive diversity—an especially evident issue in Ecuador, where there is a significant gap between the learning variability present in classrooms and the specific training of future teachers in Universal Design for Learning (UDL). This study develops a curriculum integration proposal based on UDL principles for the Education program at the Universidad Estatal del Sur de Manabí (UNESUM), grounded in neuroscientific evidence and internationally validated methodologies. Using a sequential explanatory mixed-methods design, the study assessed fourth-year students’ knowledge and attitudes toward UDL in the Curriculum Design course, identified specific curricular gaps, and designed a methodological proposal contextualized to the Ecuadorian environment. The results reveal strong student receptivity to UDL principles, widespread recognition of the importance of adapting curricula to address diversity, and a self-reported ability to design inclusive activities. These findings stand in contrast to the limited understanding documented among in-service teachers. The methodological proposal integrates a five-phase model adapted to the institutional context: diagnosis and planning, participatory curriculum design, pilot implementation, evaluation and scaling, and institutionalization. This initiative is strategically aligned with institutional projects focused on technological integration and pedagogical strengthening, positioning UNESUM as a regional leader in inclusive teacher education and contributing to closing national educational gaps by preparing educators with specific UDL competencies.