Universal Design for Learning as a pedagogical framework for addressing diversity in basic education [Diseño Universal para el Aprendizaje como marco pedagógico para atención de diversidad en básica educativa]

Abstract

The purpose of this article is to analyse Universal Design for Learning as a pedagogical framework for addressing diversity in basic education as an educational approach for the Ecuadorian pedagogical context. Using a hermeneutic approach, twenty-four scientific articles published between 2015 and 2025 were analysed through three interpretative stages: comprehensive reading, categorical analysis and integrative synthesis. Three emerging categories were identified: pedagogical foundations of UDL that shift the responsibility for adaptation to curriculum design; neuroscientific contributions that document neurological variability as a basis for pedagogical flexibility; and teacher and student emotional intelligence as mediating factors for effective implementation. SUD constitutes a scientifically grounded and legally relevant pedagogical framework for Ecuadorian basic education, whose effective implementation requires systemic transformations in educational policies, teacher training, curriculum organisation, and assessment systems that allow for overcoming the tensions between inclusive ideals and structural constraints of the current educational system.