Enhancing digital competence through STEM-integrated universal design for learning: a pedagogical framework for computer science education in Ukrainian secondary schools

This study investigates how integrating STEM content in computer science education enhances the implementation of Universal Design for Learning (UDL) principles and its impact on digital competence development in Ukrainian secondary schools. The digital transformation of education demands innovative pedagogical approaches that accommodate diverse learning needs while developing essential competencies. Through a mixed-methods quasi-experimental design involving 28 computer science teachers (14 specialists, 12 first-category, 12 higher-category) and 200 students from secondary schools in western Ukraine, this study examines whether STEM-oriented content enables more effective UDL implementation compared to traditional computer science content. Both experimental and control groups received UDL-based instruction; however, the experimental group engaged with STEM-integrated content, including robotics and physical computing, while the control group followed traditional computer science topics. Results reveal that STEM integration significantly enhances UDL effectiveness, with the experimental group demonstrating up to 24% greater improvement in digital competencies than the control group. The most pronounced differences appeared in programming competencies (12% vs. 3% increase at expert level) and netiquette (18% vs. 8% increase at advanced level). Integrating STEM content transforms computer science from abstract modelling to physical interaction, fully implementing UDL’s three core principles through multiple representations (physical and digital), diverse means of action and expression (building and coding), and enhanced engagement through real-world connections. The study identifies key implementation factors, including teacher preparedness, infrastructure requirements, and content-specific adaptations. These findings provide a pedagogical framework demonstrating that STEM content catalyses more effective UDL implementation, with implications for curriculum design and teacher professional development in countries undergoing educational reform under challenging circumstances.