Stakeholders’ Perspectives on Universal Design for Learning Implementation: Challenges and Support Across Education

This qualitative study investigates the perspectives of educational stakeholders on the facilitators (“bridges”) and barriers (“barriers”) to implementing the Universal Design for Learning (UDL) framework in the Division of Tarlac, Philippines. Despite national mandates such as Republic Act 11650 and DepEd Order No. 2, s. 2019 that promote inclusive education, the gap between policy ideals and classroom realities persists. Data were collected from Grade 1 to Grade 6 general education and special education (SPED) teachers in five public elementary schools across urban, rural, and isolated settings through open-ended interviews and questionnaires, using Bronfenbrenner’s Ecological Systems Theory, Constructivism, and Vygotsky’s Sociocultural Theory as guides.

The findings indicate that although stakeholders recognize the value of UDL in addressing learner variability and increasing engagement, practical application is significantly limited. Identified key barriers include rigid curricula, large class sizes, administrative overloads, the digital divide, and lack of long-term mentoring beyond superficial webinars. Alternatively, institutional bridges are composed of administrative cooperation, inclusive leadership, and collaborative school cultures. This study highlights the critical need for context-sensitive professional development and localized support to translate inclusive policies into sustainable, equitable instructional practices.