Application of Universal Design for Learning into Remote English Education in Australia amid COVID-19 Pandemic

Hengzhi Hu, Feifei Huang
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Confronted with the challenges posed by COVID-19 pandemic, students, teachers, educators and other stakeholders have to make the best of online learning from home and look at ways of optimizing remote learning experience. Embedded in the nature of inclusive schooling and organized in a specific public secondary school in Victoria, Australia, this study explores the effectiveness of Universal Design for Learning (UDL) on English as an additional language (EAL) students’ online learning proficiency. The research findings indicate that in the discipline of EAL, with the assistance of multiple means of representation, expression and engagement as well as a range of information-communication technologies (ICTs), UDL has positive effects on students’ academic performance and can trigger their positive attitudes towards online learning experience. This sheds light on the feasibility of improving remote learning quality and promoting inclusive online schooling that engages every student via the implementation of UDL integrated with different assistive technologies, which can be summarized as that UDL is one of the possible solutions to online learning that affords ample opportunities or more precisely, technical promises for the implementation of UDL.


Universal Design for Learning, Online learning, Inclusion, COVID-19, English as an additional language

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Hu, H. & Huang, F. (2022). Application of universal design for learning into remote English education in Australia amid COVID-19 pandemic. International Journal on Studies in Education (IJonSE), 4(1), 55-69.



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International Journal on Studies in Education (IJonSE) - ISSN: 2690-7909

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International Society for Technology, Education and Science (ISTES)