Breaking Barriers: Gender, Experience, and Technology in Implementing Universal Design for Learning in Moroccan EFL Classrooms

This study examines how demographic and contextual features shape Universal Design for Learning adoption in Moroccan EFL classrooms, using quantitative methods. Its significance stems from persistent obstacles to Universal Design for Learning integration in the Moroccan context, especially amid top-down reforms aimed at broadening English instruction and updating curricula at the secondary level. By spotlighting the real-world implications of such initiatives, this inquiry raises the question: How do demographic profiles and resource availability affect Universal Design for Learning enactment, and to what extent do current reforms align with classroom realities? The analysis revealed that female teachers reported more barriers to Universal Design for Learning implementation than their male counterparts (t(106) = -2.254, p = .026). Digital materials exerted a beneficial effect on all Universal Design for Learning domains, with significant findings for engagement (t(106) = 2.246, p = .027), representation (t(106) = 2.402, p = .018), and action and expression (t(106) = 3.005, p = .003). Furthermore, regression analysis showed that age significantly predicted engagement (R² = .064, p = .008) and representation (R² = .049, p = .022). These patterns underscore the need for stronger technological infrastructure and more targeted support for female educators, thereby strengthening inclusive learning experiences.