Cre@r: Technopedagogical Tool based on Universal Design for Learning for the Promotion of Inclusive Education in Colombian Schools
DOI:
https://doi.org/10.4151/07189729-Vol.64-Iss.2-Art.1702Keywords:
inclusive education technopedagogical tool Universal Design for Learning Design-Based Research participatory researchAbstract
This study stems from opportunities related to inclusive education processes in Colombia, in light of current regulations that –among other aspects– promote the widespread application of Universal Design for Learning (UDL) and prioritize support for students with disabilities, but within the broader framework of improving education for all.
This paper presents the first mesocycle of a Design-Based Research (DBR) study which, following the model proposed by McKenney and Reeves (2012), enabled the design and evaluation –with the participation of 1,096 stakeholders from the Colombian educational context– of the quality and relevance of Cre@r: a techno-pedagogical tool based on UDL that aims at facilitating the progressive development of capabilities required to advance inclusive education in school settings.
Drawing from the microcycles (or stages) of Analysis and Exploration, Design and Construction, and Evaluation and Reflection, an explanatory sequential mixed-methods design (QUAN→qual) was applied to develop the first version of the tool. The design was grounded in the voices of 1,000 stakeholders from the real-world context, who shared challenges and opportunities surrounding the topic.
Subsequently, a group of experts and other participants assessed the overall structure of the design and its 36 specific resources. For the first assessment, a survey was conducted with 37 judges who evaluated the general structure of Cre@r (comprising 4 action areas, 12 components, and 36 associated resources), with accessibility considered as a cross-cutting dimension of the evaluation.
Then, using the focus group technique, various participants explored the resources within each action area and assessed their quality and relevance using four “cardinal points”: Exciting (strengths), Need to Know (missing information), Worrisome (weaknesses), and Suggestions. A total of 57 individuals participated, and the implementation of the technique involved the use of an adapted thinking routine, which helped to energize and organize the data collection process. Once this phase was completed, the information gathered was coded through qualitative content analysis, using the 9 UDL guidelines (version 2.2) as categories.
After presenting the results for each microcycle, the strengths and areas for improvement of Cre@r are discussed in terms of quality and relevance. The discussion emphasizes the importance of DBR as a participatory research model for school improvement. Its implementation is key to generating solutions that concretely contribute to a globally significant issue such as inclusive education.
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Copyright (c) 2025 Leidy Evelyn Díaz-Posada, Gerardo Echeita, Yolanda Muñoz
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