Making Education for Sustainable Development (ESD) More Inclusive and Engaging Through Universal Design for Learning (UDL): A Case Study at theWestminster Business School

Espinoza Ramos, G. 2024. Making Education for Sustainable Development (ESD) More Inclusive and Engaging Through Universal Design for Learning (UDL): A Case Study at theWestminster Business School. in: Walter Leal Filho, Amanda Lange Salvia and Claudio Ruy Portela de Vasconcelos (ed.) An Agenda for Sustainable Development Research Hamburg Springer. pp. 651-669

Chapter titleMaking Education for Sustainable Development (ESD) More Inclusive and Engaging Through Universal Design for Learning (UDL): A Case Study at theWestminster Business School
AuthorsEspinoza Ramos, G.
EditorsWalter Leal Filho, Amanda Lange Salvia and Claudio Ruy Portela de Vasconcelos
Abstract

There is a growing effort to embed sustainability in higher education curricula through the application of the United Nations’ Sustainable Development Goals (SDG). However, this process faces different challenges, including a lack of
student engagement due to an emphasis on traditional teaching approaches. To overcome these challenges and improve Education for Sustainable Development (ESD), there is a need for alternative teaching methods and innovative forms of assessment.
Universal Design for Learning (UDL) is an educational framework aimed at teaching and learning being more inclusive and transformative for students of all abilities, thus promoting an inclusive sustainable education (SDG4). The studies on UDL have been increasing in the last decade; however, there is a gap in the literature around the application of UDL to the curriculum and evidence regarding its impact. This chapter showcases the application of UDL principles in the design of Sustainable City Economies (SCE), a second-year undergraduate module at the Westminster Business School. This case study shows how providing different learning spaces, including on-campus classes, field trips (walking or virtual tours), online learning material and assessment methods that meet students’ learning preferences and improve student agency in their learning. In sum, the learning material and assessment are aligned with the UDL principles of action and expression, representation, and engagement.

KeywordsBusiness
Universal Design for Learning (UDL)
Education for Sustainable Development (ESD)
Problem-Based Learning (PBL)
Inclusivity
Book titleAn Agenda for Sustainable Development Research
Page range651-669
Year2024
PublisherSpringer
Publication dates
Published20 Sep 2024
Place of publicationHamburg
SeriesWorld Sustainability Series
ISBN9783031659096
ISSN2199-7373
Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-031-65909-6
Web address (URL)https://link.springer.com/book/10.1007/978-3-031-65909-6#bibliographic-information

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