Integrating Universal Design for Learning (UDL) in Instructional Design: Enhancing Inclusivity in Cameroonian Secondary Education

Cameroon’s secondary education system grapples with persistent challenges in achieving inclusivity, particularly for students with disabilities, those from marginalized communities, and under-resourced rural schools. This study examines the integration of Universal Design for Learning (UDL) principles into instructional design as a viable solution to these challenges. UDL emphasizes multiple means of representation, engagement, and expression, enabling educators to address diverse learner needs. Using a convergent parallel mixed-methods approach, data were collected from five secondary schools across urban and rural regions, involving 50 teachers, 10 administrators, and 250 students, including 50 with disabilities. Quantitative analysis revealed statistically significant improvements in student engagement, accessibility, and academic performance in classrooms adopting UDL strategies. Qualitative data highlighted the challenges of implementing UDL, such as insufficient teacher training, resource constraints, and entrenched pedagogical practices, but also emphasized its transformative potential in creating equitable learning environments. The findings demonstrate that systemic adoption of UDL can bridge educational disparities in Cameroon, particularly in underserved areas. This paper calls for policy reforms, enhanced teacher training, and strategic investment in adaptive technologies to scale UDL implementation. By fostering inclusivity, UDL contributes to achieving Sustainable Development Goal 4, ensuring quality education for all.