Designing for Accessibility and Engagement in Online Learning With UDL and AI for Diverse Learners

Abstract

This chapter explores how Universal Design for Learning (UDL) and artificial intelligence (AI) can reduce psychological, cognitive, and structural barriers that impact student success in online higher education. The authors examine challenges such as social isolation, cognitive overload, executive functioning difficulties, and digital inequities, especially among first-generation, neurodiverse, and nontraditional learners. Emphasizing UDL's core principles—Engagement, Representation, and Action/Expression—the chapter shares strategies for building inclusive, flexible, and emotionally responsive virtual classrooms. It highlights how integrated AI tools can scaffold time management, personalize instruction, and support multimodal learning and assessment. Faculty toolkits, ethical guidelines, and implementation frameworks are included to support equitable AI use. The chapter concludes that human-centered design rooted in UDL and supported by AI can promote equity, belonging, and persistence in digital learning.

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