The Future of Education

Edition 14

Accepted Abstracts

Universal Design for Learning in Higher Education: beliefs among the students of two foreign languages department

francesca Capocci, Pädagogische Hochschule Karlsruhe (Germany)


The following paper address one aspect of my doctoral research. In this regard, my project analyses beliefs and actions among students and faculties of three foreign languages departments in Italy Germany and Swiss through the Universal Design for Learning guidelines. The starting point is the way in which beliefs can be influenced by several elements such as personal experiences, learning experiences or practical experiences as well as by someone else’s beliefs. In scientific literature, this term is often assimilated with words such as attitude, teacher cognition, subjective theory. My purpose is to illustrate the difference and similarities among all these terms. Furth more, I will investigate in detail the relationship between beliefs and actions in the educational field. After a theoretical background, I will enter into the deep of my study results. I developed a questionnaire administered to the students based on principles of the Universal Design for Learning. The model proposed by Universal Design for Learning is based on teaching-learning research and the idea that three brain networks are involved mostly in the learning process.   Indeed, the three brain networks differ in each learner. The purpose of the UDL principles is to take into account the three networks supporting learners’ diversity through targeted interventions and learning opportunities.  Consequently, a heterogeneous group of students can take advantage of flexible teaching methods and curricula. The paper aims to show the current questions remained open in the scientific literature trying to clarify any ambiguities mong terms such as beliefs, attitudes, teacher cognition highlighting the importance of UDL Guidelines in the higher education context through the student’s beliefs.

 Keywords: Beliefs in education, Universal Design for Learning, Inclusion  

Dohrmann J. (2021). Überzeugung von Lehrkräften. Ihre Bedeutung für das pädagogische Handeln und die Lernergebnisse in den Fächern Englisch und Mathematik. Münster: Waxmann.

Meyer A., David H.R., Gordon D. (2013). Universal Design for Learning. Theory and Practice. Wakefield: CAST Professional Publishing.

Philipp R (2007). Mathematics Teachers’ beliefs and Affect, in F.K. Lester (Hrsg.), Second Handbook of Research on Mathematics Teaching and Learning. A Project of the National Council of Teachers of Mathematics. Charlotte, NC: Information Age Publishing, 257-315

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