Universal Design for Learning in Physical Education: Bridging Gaps in Teacher Training and Policy for Inclusive Practice

This systematic review explores the application of Universal Design for Learning (UDL) inphysical education (PE) to foster inclusive environments for students with diverse abilities. UDL’s coreprinciples—multiple means of engagement, representation, and action/expression—offer a transformativeframework to address systemic barriers in PE, such as rigid curricula, teacher unpreparedness, and sociocultural resistance. A structured literature search (2015–2023) across six databases identified seven keystudies, predominantly from Taylor & Francis. Findings reveal UDL’s potential to enhance accessibilitythrough collaborative teaching practices, adaptive pedagogies (e.g., flexible grouping, assistivetechnologies), and teacher training interventions. For instance, AI-driven tools and VR platformsdemocratize participation, while short professional development modules improve educators’ self-efficacyin accommodating neurodiverse learners. However, critical gaps persist.