Examining the Research Gap in Universal Design for Learning Implementation in Nigerian Higher Education

Universal Design for Learning provides a framework for designing flexible curricula that proactively accommodate diverse learner needs, but its implementation in Nigerian higher education remains almost entirely uninvestigated, representing a significant gap in both inclusive education and higher education curriculum research. This study examined the research gap in UDL implementation in Nigerian higher education through systematic review and original survey research. A systematic scoping review of 11 databases identified only 7 publications from 2015 to 2024 addressing UDL in Nigerian higher education, with none reporting implementation evaluations. Original survey research was conducted with 150 lecturers from three Nigerian federal universities (University of Lagos, University of Nigeria Nsukka, and Usmanu Danfodiyo University) covering UDL awareness, principle application, and implementation barriers. Results showed that UDL awareness was present in only 18.7 percent of surveyed lecturers. Multiple means of representation were provided in 34.0 percent of courses but without explicit UDL framing. Assessment flexibility was available in only 9.3 percent of courses. Lecturers identified UDL training absence, curriculum rigidity, and large class management challenges as the three primary barriers. The study identifies four priority research areas and proposes an original UDL implementation evaluation design using a parallel cohort methodology across multiple institutions. This constitutes an original contribution to UDL research in sub-Saharan African higher education contexts.

Keywords: Universal Design for Learning, UDL, higher education, Nigeria, inclusive curriculum