| 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. |
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