This paper discusses data related to the final phase of a six-year project entitled Digital Learning Across Boundaries (DLAB): Developing Changemakers. It explores university students’ growing perceptions of themselves as changemakers as they experience novel physical and digital spaces, drawing upon on the reflections of seven undergraduate education students from England who joined students from five European countries in the final year of the project. Using a critical ethnography methodology, this paper embraces reflexivity and immersion in the participants’ experiences. Verbal and written reflections were collated and analysed through inductive coding. The results suggest that the multidimensional and multidisciplinary elements of the project led to transformative learning. Transformative change was experienced as students encountered a series of novel spaces and resolved disorientations that arose within them through collective interaction and personal reflection. This paper concludes that educators value the intersection of learning experiences when planning transnational projects and consider the role of cumulative disorientations, multifaceted novel spaces, and critical discourse in catalysing personal growth.

This chapter seeks to discuss the ways in which practitioners can work with students to support their achievements. Using the Universal Design for Learning (UDL) (CAST, 2018), which enables learning to be designed or modified for the greatest diversity of learners possible, this chapter offers suggestions for designing and teaching inclusive activities. It also considers wider strategies of inclusion and inclusive approaches to assessment and feedback. It exemplifies three case study pieces of research conducted with students at a higher education institute to consider the range of challenges, opportunities, and needs presented by learners. By using the principles of UDL, educators can create learning environments that are accessible and engaging for all students, regardless of their individual learning styles, abilities, or backgrounds. This chapter provides a comprehensive framework for understanding how UDL can be practically applied in diverse educational settings, ensuring that all students have equal opportunities to succeed. The chapter explores specific inclusive teaching practices, such as the use of multiple means of representation, expression, and engagement, which are core components of UDL. Additionally, the chapter analyes inclusive assessment strategies that move beyond traditional testing methods to embrace a variety of assessment forms that accommodate different learning needs and preferences. Feedback mechanisms are also examined, highlighting the importance of constructive, timely, and personalized feedback in fostering student growth and achievement. The case studies presented illustrate real-world applications of UDL and inclusive practices, providing insights into the successes and challenges encountered by both students and educators. These case studies shed light on the practicalities of implementing inclusive strategies and offer evidence-based recommendations for enhancing educational inclusivity. Through these examples, the chapter emphasises the importance of a holistic approach to education that considers the diverse experiences and needs of all students. Thus, this chapter not only outlines the theoretical underpinnings of UDL but also provides actionable strategies for creating inclusive learning environments. It highlights the critical role of inclusivity in education and offers practical guidance for educators seeking to support the diverse learning needs of their students.