Universal Design for Learning (UDL) is a developing educational approach that aims to improve learning for all students without having to make significant modifications to the curriculum. This concept has been progressively incorporated into pedagogical debates and education regulations. Along this line, some publications have illustrated the efficacy of UDL in terms of access, participation, and commitment to learning processes, especially in the case of students with disabilities. This paper provides a systematic review of relevant academic literature that enhances our understanding of how UDL was integrated into teacher education processes by identifying three different forms of conceptualizing UDL. For this purpose, 88 articles were included that addressed the incorporation of Universal Design for Learning into initial and in-service teacher education processes. The results point to a dominant approach grounded on a problematic association of UDL with students with disabilities or learning difficulties. This narrow view restricts how teachers apply inclusive practices in classrooms, calling for a broader and more comprehensive interpretation of UDL. The study contributes to fostering discussions about Universal Design for Learning (UDL) as a whole, including the dominant perspective projected in how it is understood and applied in teacher education and classrooms. It envisions new, more inclusive scenarios for the development of educational approaches that support all learners, fostering a truly inclusive learning environment.

This study examined the perceptions of physical education teachers regarding inclusive education in their classes. A qualitative, cross-sectional design was employed, using a digital survey with an open-ended question designed to explore barriers and needs in implementing inclusive practices. Thematic content analysis was conducted to identify key themes from the responses. Seventy-five in-service physical education teachers from diverse educational contexts in Spain participated, sharing their experiences and challenges. Participants expressed genuine interest in receiving training and incorporating inclusive principles into their practices. However, structural limitations, such as high student–teacher ratios and insufficient specialized resources, significantly hindered their ability to implement these strategies effectively. Persistent challenges, including excessive workloads and the lack of support personnel, were reported, leading to frustration in their efforts to provide an equitable education for all students. Although focused on the Spanish context, these findings resonate with international research, highlighting similar structural barriers to inclusive education. This study underscores the need for ongoing, discipline-specific training for physical education teachers, supported by strong institutional commitments to ensure the provision of adequate human and material resources. Without such support, the burden on teachers remains disproportionate and ultimately unfair, hindering progress towards a truly inclusive educational environment.

Universal Design for Learning (UDL) is an approach rooted ininclusive education that aims to increase student participation andengagement without relying on curricular adaptations. AlthoughUDL is embedded in Spanish legislation (LOMLOE, 2020), littleis known about teachers’ perceptions of it or about its actual usein schools. This study explored teachers’ attitudes towards UDLand how far they implement it in practice. A descriptive designwas used with a convenience sample of 286 in-service teachersworking at pre-university levels in Asturias, Spain. Participantscompleted the validated Attitudes towards UDL and PracticalImplementation in the Classroom questionnaire (ADIPA), whichshowed high internal reliability (α = .891; ω = .896). Data wereanalysed using descriptive statistics, non-parametric tests, andSpearman correlations. Teachers generally held positive viewsof UDL and acknowledged its inclusive potential, but classroomimplementation was inconsistent. Significant differences werefound by gender, previous training, perceived training quality,school type, and teaching specialisation. Likewise, associationbetween attitudes and implementation was positive but weak.This highlights the need to strengthen the practical componentsof teacher training and to ensure organisational conditions thatallow UDL to be implemented effectively, thereby contributingto national and international scholarly debates on inclusiveeducation.

Los avances sociales y políticos acontecidos a lo largo de las últimas décadas han suscitado el surgimiento de la Educación Inclusiva. La mayoría de los instrumentos actuales se centra en alumnado con necesidades educativas especiales. El objetivo del presente estudio fue construir y validar un cuestionario para medir las percepciones del profesorado de Educación Física sobre la Educación Inclusiva entendida bajo una perspectiva holística y global. Para ello, la metodología constó de tres fases: (I) revisión del estado de la cuestión y conceptualización de la escala; (II) intervención de un panel de expertos y modificación de la misma y (III) análisis de las propiedades psicométricas del instrumento para el que se contó con 363 docentes en activo del área de Educación Física en España. Los resultados estadísticos exploratorios y confirmatorios permitieron confirmar un instrumento basado en cuatro factores: (I) Sensibilización hacia la Educación Inclusiva, (II) Formación para la inclusión, (III) Puesta en práctica de estrategias inclusivas y (IV) Barreras. Así pues, la Escala de Perspectivas del Profesorado de Educación Física hacia la Educación Inclusiva (INCLUSEF) constituye un instrumento válido y fiable para evaluar la percepción del profesorado sobre la inclusión en las aulas de Educación Física.

La Educación para la Ciudadanía Global (ECG) se ha consolidado como un concepto amplio y sujeto a debate, en el que confluyen múltiples visiones que condicionan conceptualizaciones y prácticas. Este estudio traslada dicho debate al contexto del Principado de Asturias (España) con el propósito de analizar cómo distintos profesionales desarrollan la ECG en su trabajo con personas jóvenes. Partiendo de la propuesta de Pashby et al. (2020), que identifica seis discursos sobre la ECG, se realizó un análisis discursivo sobre entrevistas a 20 profesionales. Los resultados mostraron que existen diferencias en la conceptualización de la ECG a menudo ligada a la participación como forma de activismo y resistencia. También revelan que, en un contexto como el asturiano, con una fuerte tradición participativa, lo local es el punto de partida para trabajar asuntos de CG. Aunque la focalización en lo local contribuye a promover una ciudadanía situada, también puede ser un obstáculo para la proyección hacia lo global. Finalmente, el estudio muestra que existen diferencias discursivas que separan la educación formal de la no formal a la hora de abordar la ECG, destacando una creciente presencia de discursos críticos y poscríticos en el ámbito social y elementos neoliberales en el escolar.