INTERNATIONAL JOURNAL OF CHANGES IN EDUCATION
Research Article
Aug 12, 2026 139 65

Seeing the Invisible: Reflective Inquiry into Universal Design for Learning and Learner Diversity

Atsunori Fujii 1 *
1 Department of Information and Multimedia Technology, Fukuoka Institute of Technology Junior College, Japan* Corresponding Author
International Journal of Changes in Education, 3(3), 2026, 397-409, https://doi.org/10.47852/bonviewIJCE52025927
Online publication date: Sep 04, 2025
Publication date: Aug 12, 2026
Full Text (PDF)

ABSTRACT

In Japan’s increasingly diverse higher education landscape, universal design for learning (UDL) has emerged as a promising framework for promoting inclusive learning environments. While existing applications of UDL tend to focus on structural strategies, this small-scale inquiry examines how an instructor’s reflective practice plays a central role in realizing UDL’s full potential. Grounded in Schön’s model of reflective practice and informed by Brookfield’s framework of critically reflective teaching, this research investigates how the instructor’s perceptions of learner diversity evolved over a semester-long universal design course attended by 11 second-year students at a Japanese college. Data sources included students’ learning logs and survey responses regarding barriers to learning and course evaluations. The analysis revealed various invisible barriers that students experienced, such as anxiety about communication, discomfort with group activities, and sensitivity to environmental factors. Concurrently, students showed diverse and less visible forms of engagement that occurred outside of classroom settings. Through critical self-examination, the instructor developed a deeper awareness of individual learning differences and began to challenge earlier assumptions that relied on observable behaviors as the primary indicator of student engagement. This metacognitive shift prompted changes in instructional decisions and teaching philosophy, illustrating how engagement with the UDL framework can stimulate critical awareness and evolving instructional perspectives. The study suggests that reflective practice may play an important role in helping instructors to fully engage with UDL and respond effectively to learner diversity. It also contributes to faculty development discourse by highlighting the potential of UDL to foster instructor transformation through reflective engagement toward more inclusive teaching.

KEYWORDS

universal design for learning reflective practice learner diversity instructor perception higher education

CITATION (APA)

Fujii, A. (2026). Seeing the Invisible: Reflective Inquiry into Universal Design for Learning and Learner Diversity. International Journal of Changes in Education, 3(3), 397-409. https://doi.org/10.47852/bonviewIJCE52025927
Harvard
Fujii, A. (2026). Seeing the Invisible: Reflective Inquiry into Universal Design for Learning and Learner Diversity. International Journal of Changes in Education, 3(3), pp. 397-409. https://doi.org/10.47852/bonviewIJCE52025927
Vancouver
Fujii A. Seeing the Invisible: Reflective Inquiry into Universal Design for Learning and Learner Diversity. International Journal of Changes in Education. 2026;3(3):397-409. https://doi.org/10.47852/bonviewIJCE52025927
AMA
Fujii A. Seeing the Invisible: Reflective Inquiry into Universal Design for Learning and Learner Diversity. International Journal of Changes in Education. 2026;3(3), 397-409. https://doi.org/10.47852/bonviewIJCE52025927
Chicago
Fujii, Atsunori. "Seeing the Invisible: Reflective Inquiry into Universal Design for Learning and Learner Diversity". International Journal of Changes in Education 2026 3 no. 3 (2026): 397-409. https://doi.org/10.47852/bonviewIJCE52025927
MLA
Fujii, Atsunori "Seeing the Invisible: Reflective Inquiry into Universal Design for Learning and Learner Diversity". International Journal of Changes in Education, vol. 3, no. 3, 2026, pp. 397-409. https://doi.org/10.47852/bonviewIJCE52025927

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